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1 

1 

A 

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0 

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J3 

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7 

6 
6 

7 

FACILH 

3 

COURSE  OF  STUDY  FOR 
THE  HIGH  SCHOOLS  OF 
OREGON 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


o'^w  I  MtKN  BRANCH-,, 

i^NIVERSlTY  OF  CALIFORNIA 

LIBRARY, 

"LO«  AHOELm.  CALIF. 

STATE  MANUAL 

OF  THE 

Course  of  Study 

FOR  THE 

HIGH  SCHOOLS  OF  OREGON 


Issued  by  the 
STATE  EDUCATIONAL  DEPARTMENT 

J.  A.  CHURCHILL 
Superintendent  of  Public  Instruction 

1922-1924 


Salem,  Oregon  : 

State  Printing  Department 

1922 


9H'ozz 


I-  ^ 


ACKNOWLEDGMENT 

In   the   preparation   of  this  manual,  we   wish  to 
acknowledge  indebtedness  to  the  following:     Edwm 
T   Reed,  Oregon  Agricultural  College;  Mrs^Margaret 
B.  Goodall,  University  of  Oregon;   Miss  Edna  Mm- 
gus    Oregon  Normal  School;  Miss  Florence  Mitchell, 
High    School   of  Commerce,   Portland ;    Miss    Shirlie 
Swallow,   Marshfield  High   School,  and  Mrs.  W.  B. 
Kempthorne,  Astoria  High  School,  under  whose  direc- 
tion the  course  in  English  was  prepared;  Henry  M. 
DuBois,  Enterprise  High-  School,  for  the  courses  in 
sconce-    Miss    Irene    M.    Campbell,   Jefferson    High 
School,  Portland,  for  the  course  in  Latin;  Miss  Mabel 
Robertson,  Salem  High  School,  for  the  course  m  his- 
tory;   H.   H.    Savage,    Salem   High    School,   for   the 
coui4e  in  civics;  A.  R.  Nichols,  Oregon  Agricultural 
College   for  the  course  in  industrial  arts;  K.  b.  uick- 
erson.  University  of  Oregon,  for  the  courses  mele- 
mentarv  economics  and  social  problems;  and  Dr.  iim- 
othy  Cloran,  University  of  Oregon,  for  the  courses  m 
Spanish  and  French. 


COURSE  OF  STUDY  FOR  HIGH  SCHOOLS 

PAGE 

English    10 

Mathematics  79 

Algebra    79 

Geometi-y  80 

Higher  arithmetic  80 

Science  81 

General   science   82 

Physiology     85 

Botany   86 

Biology  87 

Physics    88 

Chemistry    90 

Foreign   languages   93 

Latin    93 

French   95 

Spanish    98 

Social   sciences  100 

History 100 

Ancient    101 

Medieval  and  modern  103 

American     105 

Civics   108 

Social  problems 112 

Elementary  economics   112 

Commerce 

Bookkeeping   114 

*Shorthand 
^Typewriting 

Industrial  arts  115 

Home   economics    118 

Household  science  122 

Household    art    134 

*  Vocational   (Smith-Hughes)  home  economics 

*Trades  and  Industries,  vocational    (Smith-Hughes) 

*  Agriculture,  vocational   (Smith-Hughes) 

*Teachers'  training 

*Music 

Adopted  texts 


*  Those  courses  are  published  in  separate  pamphlets  and 
may  be  obtained  from  the  county  superintendent  or  from  the 
superintendent  of  public  instruction. 


TO  THE  TEACHERS 

a.  In  the  preparation  of  the  hig'h  school  courses,  consideration  has 
been  g'iven  for  the  different  aptitudes  of  pupils  and  for  the  different 
preparations  which  a  high  school  must  give  to  fit  all  of  its  pupils  for 
larger  spheres  of  usefulness. 

b.  Much  freedom  in  the  choice  of  electives  should  be  given  v^^ith  the 
hope  that  a  pupil  will  not  be  forced  to  take  a  subject  in  which  he  is  not 
interested  and  for  which  he  has  no  aptitude;  but  he  should  not  be 
permitted  to  select  subjects  here  and  there,  purely  for  the  purpose  of 
securing  credits  for  graduation.  Competent  high  school  teachers  will 
wisely  direct  his  work,  and  through  the  cooperation  of  the  parents,  the 
pupil  and  his  teachers,  he  will  pursue  a  course  that  will  give  him  not 
only  a  symmetrical  mental  development,  but  will  prepare  him  for  some 
particular  work,  when  he  has  completed  his  high  school  course.  A  pupil 
may  change  his  course  whenever  the  high  school  principal  grants  the 
permission,  upon  the  written  request  of  the  pupil's  parent  or  guardian. 

c.  A  pupil  who  elects  the  English  and  mathematics  course  will  take 
English  and  algebra  the  first  year  and  elect  two  more  studies  from  all 
of  the  others  in  the  first  year  of  the  various  courses.  Should  he  elect 
the  course  in  English  and  languages,  he  will  take  English  and  Latin,  and 
any  two  of  the  studies  of  the  other  courses  given  in  the  first  year. 

d.  Fifteen  full  credits  are  required  for  the  completion  of  a  course. 
Pupils  should,  however,  if  possible,  complete  the  full  course  of  four 
subjects  each  year,  thereby  earning  sixteen  credits. 

e.  While  the  courses  are  planned  for  four  years'  work,  a  pupil  with 
good  preparation  for  the  work,  and  strong,  both  mentally  and  physically, 
may  complete  a  course  in  three  years  by  taking  five  subjects,  the  maxi- 
mum number  each  year.  No  standard  high  school  will  permit  a  pupil 
to  carry  more  than  five  subjects,  and  the  teacher  should  permit  none  to 
undertake  five,  unless  the  pupil  be  one  of  more  than  average  ability. 
In  the  best  high  schools  of  the  state,  not  more  than  five  per  cent  of  the 
pupils  complete  a  standard  four-year  course  in  three  years. 

/.  A  pupil  may  earn  but  three  credits  in  the  English  and  industrial 
course,  when  majoring  in  any  other  than  that  course. 

g.  A  pupil  may  earn  from  one  to  four  credits  for  graduation,  in 
either  vocal  or  instrumental  music,  where  the  instruction  is  given  by  a 
teacher  not  connected  with  the  school ;  provided,  that  the  teacher  holds 
a  certificate  granted  by  the  superintendent  of  public  instruction  upon  the 
recommendation  of  a  committee  of  music  teachers  appointed  by  him, 
authorizing  a  high  school  principal  to  give  credit  to  her  pupils  for  music 
outside  of  school;  provided,  that  the  teacher  has  certified  to  the  principal 
of  the  high  school  on  blanks  prepared  by  the  Department  of  Education 
the  names  of  the  pupils  enrolled  in  her  classes  for  credit  in  the  high  school 
for  music  taken  outside  the  school ;  provided,  that  the  teacher  must  make 
affidavit  on  forms  furnished  by  the  Department  of  Education  that  each 
pupil  has  spent  at  least  eighty  minutes  in  practice  or  instruction  each 
day  and  has  made  the  progress  in  music  requii-ed  under  the  course  of 
study  for  this  work  as  prepared  by  the  committee  on  recommendation 
for  music  teachers. 

5 


6 


COURSE  OF  STUDY 


h.  All  subjects  requiring  no  preparation  on  the  part  of  the  pupil, 
before  coming  to  the  class,  such  as  stenography,  typewriting,  etc.,  shall 
be  given  two  of  the  regular  recitation  periods. 

i.  A  high  school  should  offer  such  subjects  only  as  its  facilities  and 
teaching  force  will  admit.  For  a  high  school  of  less  than  sixteen  pupils 
in  attendance,  when  but  one  teacher  is  employed,  no  electives  should  be 
offered.  In  a  high  school  having  less  than  thirty  pupils  in  attendance, 
where  but  two  teachers  are  employed,  very  few  electives  should  be 
offered.  For  all  such  schools,  see  the  suggested  course  for  small  high 
schools  on  page  8. 

j.  On  entering  high  school,  pupils  should  be  given  full  information 
as  to  the  entrance  requirements  of  colleges  and  universities,  that  those 
who  desire  to  enter  college  after  their  high  school  graduation  may  shape 
their  high  school  course  accordingly. 

k.  During  the  past  year  this  department  continued  the  standardiza- 
tion of  the  high  schools  of  the  state.  The  response  with  which  our 
requirements  for  standardization  have  been  met  by  school  boards  has 
been  most  gratifying.  Thousands  of  dollars'  worth  of  apparatus  has 
been  purchased,  and  thousands  of  reference  books  have  been  placed  in 
the  libraries  of  the  rural  and  village  high  schools.  It  becomes  the  duty 
of  every  high  school  teacher  to  show  her  appreciation,  by  so  using  the 
added  equipment,  that  every  pupil  will  receive  the  fullest  benefit  from  it. 

I.  Each  pupil  is  required  to  study  English  throughout  his  high  school 
course.  Should  he  remain  in  the  high  school  four  years  he  will  be 
required  to  study  English  each  year,  and  should  he  pass  each  year  in 
English  he  will  have  four  units  of  the  required  fifteen  in  English.  No 
pupil  will  be  graduated  who  has  less  than  three  units  of  the  required 
fifteen  in  English,  nor  may  any  pupil  be  graduated  who  has  not  earned 
one  credit  in  American  history  and  one  credit  in  civics. 

SUGGESTED  COURSE  FOR  SMALL  HIGH  SCHOOLS 


FIRST  TEAR 

SECOND  YEAR 

THIRD  YEAR 

FOURTH  TEAR 

English 

Algebra 

General  Science 

Ancient  History 

Englisli 

Algebra  and 
Geometry 

Physiology 
and  Botany 

Medieval  History 

English 

Geometry 

Social  Problems 

and 

Elementary 

Economics 

Civics 

English 

Higher 
Arithmetic 

Bookkeeping 

American  History 

The  suggested  course  for  small  high  schools  is  such  a  one  as  may  be 
offered  by  a  standard  high  school  having  an  average  daily  attendance 
of  less  than  sixteen  pupils.  In  such  a  school,  one  teacher  may  do  all 
the  work,  being  permitted,  however,  to  teach  not  more  than  ten  classes 
each  day.    The  following  plan  for  grouping  and  alternating  is  suggested; 

The  four  years  of  English  may  be  offered  through  three  classes,  by 
combining  and  alternating  the  third  and  fourth  years. 

The  four  years  of  mathematics  through  two  classes  in  algebra  and 
one  in  geometry  or  higher  arithmetic  the  first  half  of  the  year,  and 


FOR    HIGH    SCHOOLS 


through  one  class  in  algebra  and  two  in  geometry  or  one  in  geometry 
and  one  in  higher  arithmetic  the  second  half  of  the  year. 

The  two  years  of  science  may  alternate,  as  may  social  science  and 
elementary  economics  with  bookkeeping. 

The  four  years  of  history  may  be  offered  through  one  class  in  history 
each  year.  The  first  year,  all  pupils  may  take  American  history,  the 
second  year,  civics,  the  third  year.  Medieval  history,  and  the  fourth  year, 
Ancient  history.  There  is  little  articulation  in  the  subject  of  history, 
and  the  chief  objection  to  the  plan  is  that  the  minds  of  first-year  pupils 
are  not  so  mature  as  those  of  the  fourth  year,  and  that  they  can  not, 
therefore,  make  the  same  kind  of  preparation  for  the  recitation.  A  large 
gain,  however,  comes  in  such  schools  by  offering  a  maximum  number 
of  subjects  through  a  minimum  number  of  classes.  For  small  high 
schools,  with  two  teachers,  a  modification  of  this  plan  is  recommended, 
wherever  it  is  necessary  to  reduce  the  number  of  classes  to  the  teacher, 
to  the  maximum  of  eight. 


COURSE  OF  STUDY 


OUTLINE  OF  COURSES  OF  STUDY  FOR 

MAJORS 

FIRST  YEAR 

SECOND  YEAR 

English 

English 

English 

English 

English 

and 

Mathematics 

Algebra 

Algebra 

Algebra 

Geometry 

English 

English 

English 

English 

English 

and 
Languages 

Latin 

Latin 

Latin 

Latin 

Spanish  or 

Spanish  or 

Spanish  or 

Spanish  or 

French 

French 

French 

French 

English 

English 

English 

English 

English 

and 

Medieval  and 

Medieval  and 

History 

Ancient 

Ancient 

Modern 

Modern 

History 

History 

History 

English 

English 

English 

English 

English 

and 
Science 

General 

General 

Physiology 

Botany  or 

Science 

Science 

or  Biology 

Biology- 

English 

English 

English 

and  one  of 

and  one  of 

and  one  of 

English 

the  following : 

the  following : 

the  following: 

and  one  of 
the  following : 

Sewing, 

Sewing, 

Sewing, 

Sewing, 

Cooking 

Cooking, 

Cooking, 

Cooking 

Agriculture. 

Agriculture, 

Agriculture, 

English 

Agriculture, 

Shop  Work, 

and 

Shop  Work, 

Shop  Work, 

Industry 

Shop  Work, 

Mechanical 

Mechanical 

Mechanical 

Drawing, 

Drawing, 

Drawing, 

Mechanical 
Drawing, 

Freehand 

Freehand 

Freehand 

Drawing, 

Drawing, 

Drawing, 

Typewriting, 

Typewriting, 

Typewriting, 

Typewriting, 

Shorthand, 

Shorthand, 

Shorthand 

Shorthand, 

Music 

Music 

i 

Music 

Music 

FOR   HIGH    SCHOOLS 


THE  HIGH  SCHOOLS  OF  OREGON 


THIRD  TEAR 


EJnglish 
Geometry 


English 

Latin 

Spanish  or 

French 


English 
Geometry 


English 

Latin 

Spanish  or 

French 


FOURTH  YEAR 


English 


Higher  Algebra  or 
Higiier  Arithmetic 


Latin 

Spanish  or 

French 


English 


Higher  Algebra  or 
Higher  Arithmetic 


English 

Latin 

Spanish  or 

French 


English 
Civics 


English 
Physics 


English 
Civics 


English 
American  History 


English 
American  History 


English 
Physics 


English 
Chemistry 


English 
Chemistry 


English 

and  one  of 

the  following : 

Sewing, 

Cooking, 

Agriculture, 

Shop  Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Music 


English 

and  one  of 

the  following: 

Sewing, 

Cooking, 

Agriculture, 

Shop  Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Music 


English 

and  one  of 

the  following  : 

Social  Problems, 

Sewing, 

Cooking, 

Agriculture, 

Shop  Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers' 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Teachers' 
Training, 

Music 


English 

and  one  of 

the  following : 

Elementary 
Economics, 

Sewing, 

Cooking, 

Agriculture, 

Shop  Work, 

Mechanical 
Drawing, 

Freehand 
Drawing, 

Elementary 

Teachers" 

Training 

Course, 

Typewriting, 

Shorthand, 

Bookkeeping, 

Teachers' 
Training, 

Music 


10  COURSE  OF  STUDY 


COURSE  OF  STUDY  IN  ENGLISH 

INTRODUCTION 

Purpose  of  the  1922  Revision 

This  course  of  study  in  English  is  a  revision  of  the  course  compiled 
in  1919.  Its  primary  purpose  is  to  simplify  the  essential  requirements 
in  English,  and  to  give  adequate  attention  to  grammar  as  a  fundamental 
tool  in  making  and  understanding  sentences.  Thorough  tests  in  Oregon 
have  shown  that  high  school  graduates  as  a  I'ule  know  very  little  of 
systematic  grammar.  They  are  weak  in  composition  because  of  their 
ignorance  of  grammar.  This  condition  is  not  peculiar  to  Oregon.  It  has 
been  demonstrated  throughout  the  middle  west,  where  decisive  steps  are 
being  taken  to  correct  it.  Grammar,  in  short,  is  being  generally  restored 
to  the  English  course  as  an  essential  factor  in  composition. 

In  compiling  the  course  in  English,  the  committee  has  been  greatly 
helped  and  stimulated  by  the  replies  of  teachers  to  the  questionnaire 
sent  out  last  spring  through  the  office  of  State  Superintendent  Churchill. 
These  replies  have  been  carefully  read,  and  all  constructive  suggestions 
studied.  They  have  had  a  decided  effect  upon  the  course.  It  should  be 
noted,  however,  in  this  connection,  that  the  selection  of  textbooks  is 
not  within  the  sphere  of  this  committee.  By  state  law  the  Oregon  text- 
book commission  selects  the  textbooks  for  the  public  schools  of  Oregon 
for  a  period  of  six  years.  The  textbooks  now  in  use  were  selected  in 
1919.  While  the  members  of  the  committee  on  revision  of  the  high  school 
course  in  English  had  nothing  to  do  with  the  selection  of  these  textbooks, 
they  have  used  them  in  class  and  regard  them  as  generally  satisfactory. 
Among  the  numerous  objections  offered  by  teachers  to  the  English  text- 
books, moreover,  no  four  of  them  agreed,  and  no  particular  textbook 
suggested  as  a  substitute  for  any  of  those  now  in  use  was  named  more 
than  once.  The  deduction  is  plain;  namely,  that  no  prescribed  or 
suggested  textbooks  or  course  of  study  can  be  expected  to  meet  the 
preferences  of  all. 

That  a  state  course  of  study  is  valuable,  however,  as  a  basis  of 
comparison  between  schools  and  an  aid  to  standardization,  is  indisputa- 
ble. From  the  standpoint  of  citizenship,  it  affords  a  constructive  basis 
for  solidarity.  As  a  guide  to  the  less  experienced  teacher,  and  a  con- 
venient reference  for  the  more  accomplished  instructor,  it  also  has  its 
merits.  Primarily  its  function  is  to  indicate  to  state  high  schools  what 
the  state  department  of  education  expects  the  students  of  these  high 
schools  to  be  taught. 

Aims  and  Point  of  View 

Quotations  from  the  Report  of  the  Committee  on  Reorganization  of 
English  in  Secondary  Schools— (Bulletin  No.  2,  1917,  U.  S.  Bureau  of 
Education)  : 
"The  Aims  of  the  English  Course  (abstract) : 

"In  general,  the  immediate  aim  of  high  school  English  is  two-fold: 

"(a)  To  give  the  pupils  command  of  the  art  of  communication  in 
speech  and  writing. 

" (b)  To  teach  them  to  read  thoughtfully,  and  with  appreciation,  to 
form  in  them  a  taste  for  good  reading,  and  to  teach  them  how  to  find 
books  that  are  worth  while. 


ENGLISH  11 


"These  two  aims  are  fundamental;  they  must  be  kept  in  mind  in 
planning  the  whole  course  and  applied  in  the  teaching  of  every  year, 

(For  expansion  and  explanation  of  this  statement  of  aims,  see  pages 
30-32,  Bulletin  No.  2,  1917,  U.  S.  Bureau  of  Education.) 

"The  aim  of  the  high  school  course  in  grammar  and  composition  is  to 
develop  the  power  of  the  pupil  to  express  the  ideas  that  come  to  him 
from  the  whole  range  of  his  experience. 

"The  aim  of  the  high  school  course  in  literature  is  to  develop  in  the 
pupil  (1)  a  liking  for  good  reading  and  (2)  the  power  to  understand 
and  appreciate  it. 

"The  Point  of  View: 

"The  college  preparatory  function  of  the  high  school  is  a  minor  one. 
Most  of  the  graduates  of  the  high  school  go,  not  into  a  higher  institution, 
but  into  'life.'  Hence  the  course  in  English  should  be  organized  with 
reference  to  basic  personal  and  social  needs  rather  than  with  reference 
to  college  entrance  requirements.  The  school,  moreover,  will  best  prepare 
for  either  'life'  or  college  by  making  its  own  life  i*eal  and  complete. 

"The  chief  problem  of  articulation  is  not  how  to  connect  the  high 
school  and  the  college  but  how  to  connect  the  high  school  with  the 
elementary  school, 

"The  enormous  increase  of  attendance  on  the  high  school  has  pro- 
duced a  situation  requiring  new  treatment.  The  tendency  is  to  make  the 
high  school  truly  democratic;  that  is,  a  school  for  the  children  of  all  the 
people.  Consequently  a  varying  social  background  must  be  assumed  and 
a  considerable  range  of  subject  matter  provided. 

"This  is  not  incompatible  with  the  desire  to  preserve  a  reasonable 
uniformity  of  aims  and  a  body  of  common  culture.  Skill  in  thinking, 
high  ideals,  right  habits  of  conduct,  healthy  interests  and  sensitiveness 
to  the  beautiful  are  attainments  to  be  coveted  for  all.  Much  of  the  writ- 
ing of  both  the  present  and  the  past  is,  moreover,  so  universal  in  its 
human  appeal  as  to  awaken  a  sympathetic  response  in  all  men  every- 
where. The  essential  thing  is  to  make  sure  that  each  pupil  is  permitted 
to  enjoy  and  profit  by  the  typical  experiences  that  the  English  course 
is  peculiarly  fitted  to  provide." 

GENERAL  DIRECTIONS  AND  SUGGESTIONS 
TO  TEACHERS 

I.  Organization  of  Courses.  There  are  eight  terms  of  one-half  year 
each.  When  necessary,  small  classes  may  be  combined  so  that  English  5 
and  6  and  English  7  and  8  may  be  given  in  the  same  grade. 

II.  Organization  of  Work.  The  English  course  is  essentially  one  in 
grammar  and  composition.  If  the  teacher  can  not  do  both  composition 
and  literature  he  must  omit  the  latter.  The  classics  for  reading  are  to 
be  utilized  according  to  the  interest  of  the  teacher  and  the  exigencies  of 
the  class  work.  The  I'elative  proportion  of  composition  and  classics  varies 
with  the  term. 

A.  English  1  and  2.  Grammar,  composition,  spelling,  punctuation, 
four-fifths  of  the  time;  classics,  one-fifth.  There  should  be  a  weekly 
theme,  paragraph,  or  narrative. 


12  COURSE  OF  STUDY 


B.  English  3  and  4.  Grammar,  composition,  three-fifths  of  the  time; 
classics,  two-fifths.  About  half  the  writing  should  be  single  paragraphs. 
The  rest  should  be  compositions  of  several  paragraphs.  There  may  be 
two  longer  themes. 

C.  English  5  and  6.  Grammar,  composition,  three-fifths  of  the  time; 
literature,  two-fifths.  More  than  one-half  of  the  writing  should  be  con- 
nected paragraphs,  chiefly  exposition,  showing  organization. 

D.  English  7  and  8.  Sum.mary  course  in  grammar,  composition,  two- 
fifths  of  the  time;  literature,  three-fifths  of  the  time. 

III.  Supplementary  Reading.  From  the  "suggestions  for  further 
class  reading"  lists  there  should  be  chosen  each  term  enough  material 
to  be  equivalent  to  a  novel  each  term.  Works  not  on  the  lists  are  not 
excluded.  In  many  cases  the  teacher  will  need  to  prelude  the  assignment 
by  a  little  class  work  to  start  interest.  The  supplementary  or  "outside" 
reading  should  be  under  way  early  in  the  term.  A  good  way  to  conduct 
it  is  to  require  a  portion  of  the  book  to  be  read  over  week  ends  with  a 
ten  minutes'  test  on  Mondays  covering  the  reading.  Definite  instz'uctions 
should  be  given  as  to  preparation  for  these  tests. 

IV.  Textbooks.  See  to  it  that  students  never  appear  in  class  without 
the  books  needed  for  the  day's  lesson.  Nothing  can  demoralize  a  class  so 
quickly  as  to  have  students  present  without  books,  when  books  are  being 
used.  The  state-adopted  textbooks  that  students  are  expected  to  have  in 
hand  for  each  of  the  eight  terms  are  named  at  the  head  of  each  term  in 
the  outline  by  terms. 

V.  Assignment.  Teachers  are  urged  to  keep  accurate  record  of 
their  daily  assignments,  not  only  as  a  guide  for  them,  but  as  an  example 
to  the  pupils  and  as  a  source  of  help  for  students  who  may  need  to 
make  up  work.  The  teacher  should  keep  for  this  purpose  an  assignment 
book,  which  in  form  should  be  a  model  for  the  students'  assignment 
record. 

Students  also  should  be  required  to  keep  an  assignment  book,  a  small 
notebook  being  preferable  for  the  purpose.  All  assignments  should  be 
very  carefully  and  definitely  made,  either  placed  on  the  board  or  given 
as  a  drill  in  oral  dictation.  If  the  latter  method  is  used,  great  care 
should  be  taken  to  see  that  words  are  spelled  correctly.  Sentence  form, 
punctuation  and  spelling  should  be  rigidly  insisted  upon  and  students' 
assignments  should  from  time  to  time  be  inspected.  Such  a  system  will 
serve  not  only  as  a  most  practical  drill  in  composing,  but  will  also  show 
the  students  the  purpose  and  plan  of  the  work. 

GRAMMAR  AND  SENTENCE  STUDY 

This  course  provides  a  brief  outline  for  a  definite  and  systematic 
study  of  technical  grammar.  A  knowledge  of  these  elementary  facts 
functions  in  all  oral  and  written  composition.  It  is  essential  to  the 
understanding  of  correct  sentence  form  and  to  the  detection  and  correc- 
tion of  grammatical  errors.  A  very  thorough  study  of  the  essentials  of 
technical  grammar  is  required  in  the  first  year  of  high  school  and  a 
careful  review  in  the  last  term.  Grammar  should  be  taught  throughout 
the  course  in  connection  with  oral  and  written  composition. 


ENGLISH  13 


Owing-  to  the  departure  from  the  study  of  technical  grammar  during 
recent  years,  students,  upon  entering  high  school,  have  little  or  no 
foundation  for  advanced  work  in  composition.  For  this  reason,  it  is 
deemed  advisable  to  present  the  work  in  the  order  given  here  rather 
than  in  the  order  of  most  high  school  texts  which  are  designed  for 
students  with  a  fairly  thorough  elementary  training. 

Since  the  real  value  of  grammar  lies  in  the  relationships  existing 
between  the  different  words  and  parts  of  the  sentence,  the  teaching  of 
the  diagram,  which  clearly  shows  these  relationships,  is  required.  The 
models  here  given  include  all  of  the  important  ordinary  constructions. 
Further  information  on  this  method  of  diagramming  may  be  found  in 
Reed  and  Kellog's  grammar. 

The  grammatical  terminology  used  in  this  course  is  taken  from  the 
first  year  text,  Sentence  and  Theme,  by  C.  H.  Ward.  While  it  is  well 
to  require  uniformity  and  consistency  in  this  particular,  it  must  be 
remembei-ed  that  the  most  important  matter  is  a  clear  understanding 
of  the  constructions,  regardless  of  the  names  by  which  they  are  called. 

Spelling  and  punctuation  must  be  regarded  as  very  important  phases 
of  sentence  form  and  should  always  be  considered  in  this  connection. 
Whenever  possible,  punctuation  should  be  emphasized  in  connection  with 
grammatical  study.  "Punctuation  Leaves"  for  use  with  Sentence  and 
Theme  should  be  in  the  possession  of  each  student  and  used  for  special 
punctuation  drills. 

No  text  will  furnish  all  of  the  information  and  drills  necessary  to 
the  complete  instruction  of  a  class.  The  texts  adopted  must  be  regarded 
merely  as  suggestive.  Each  teacher  must  introduce  drills  and  exercises 
taken  from  other  sources.  The  Pilot  Book  for  Sentence  and  Theme  will 
give  some  additional  suggestions  and  drills.  Each  teacher  should  have 
a  copy  of  the  Pilot  Book.  Every  student  should  have  a  copy  of  Punctua- 
tion Leaves. 

It  is  suggested  and  strongly  recommended  by  teachers  of  experience 
that  the  work  in  grammar  and  composition  be  segregated  from  the  work 
in  literature.  Of  course,  some  composition  work  will  extend  through 
the  literature  period  so  that  the  literature  studied  may  be  used  as  a 
basis  for  compositions.  During  the  first  year,  the  greater  part  of  the 
time  is  given  to  the  study  of  technical  grammar  and  the  sentence.  As 
the  students  become  proficient  in  this  fundamental  work,  more  time  is 
given  over  to  composition  and  literature.  The  time  allotments  given  are 
merely  approximate  and  suggestive.  Slight  changes  may  be  made  accord- 
ing to  the  conditions  of  individual  classes. 

The    following    paragraphs    from    the    report    of    the    committee    on 
reorganization    of    English    in    secondary    schools    ax'e    pertinent    to    the 
course  in  grammar  as  embodied  in  this  course: 
"Composition  in  the  7th,  8th,  and  9th  Grades: 

"A  sane  attitude  toward  the  teaching  of  grammar  would  seem  to  be 
to  find  out  what  parts  and  aspects  of  the  subject  have  actual  value  to 
children  in  enabling  them  to  improve  their  speaking,  writing,  and  reading, 
to  teach  these  parts  according  to  modern  scientific  methods,  and  to 
ignore  any  and  all  portions  of  the  conventional  school  grammar  that 
fall  outside  these  categories.  In  general,  the  grammar  worth  teaching 
is  the  grammar  of  use — function  in  the  sentence — and  the  grammar  to 
be  passed  over  is  the  grammar  of  classification — pigeonholing  by  defini- 


14  COURSE  OF  STUDY 


tion.  The  distinction  is  similar  to  the  contrast  of  modern  biology  with 
the  earlier  science  of  families,  species,  etc.  Language,  it  is  well  known, 
is  learned  mainly  by  imitation,  largely  unconscious,  and  children  con- 
stantly use  in  their  speech  hundreds  of  expressions,  many  of  them 
highly  idiomatic,  which  only  the  linguistic  scholar,  familiar  with  the 
history  of  the  language,  can  explain.  Children  should  be  set  to  examining 
only  the  grammatical  forms  and  constructions  the  use  of  which  they  can 
plainly  see,  and  they  should  pursue  such  examination  with  the  conscious 
purpose  of  learning  how  to  make  better  sentences.  Any  other  aim  is  mere 
pedantry. 

(The  Oregon  committee  believes  that,  while  grammar  is  emphasized 
in  the  first  year  of  the  state  high  school  course,  and  attention  is  directed 
to  it  throughout  the  other  three  years,  all  the  grammar  that  is  outlined 
to  be  taug-ht,  either  from  Ward's  Sentence  and  Theme,  or  from  the  other 
state-adopted  texts,  is  of  the  constructive  character  described  here.) 

"Punctuation,  so  far  as  it  obeys  the  rules  of  grammar,  should  be 
taught  as  a  part  of  the  study  of  the  gramm.atical  structure  of  the 
sentence. 

"Regular  work  in  spelling  is  necessary  in  the  junior  high  school. 
Drill  should  be  centered  upon  the  words  that  investigation  shows  are 
frequently  misspelled  by  the  pupils  of  these  years." 

1.  Bermuda,  a  very  tiny  island,  seemed  a  paradise  to  the  weary 
travelers. 


2.    They  gave  him  my  position  that  day. 


<2^ ,      <^^^ 

7  \  </ ' 


3.    His  sharp  words  and  his  queer  actions  made  his  comrade  anffry. 


ENGLISH 15 

4.    I,  having  seen  the  play,  do  not  want  to  take  time  to  go. 


^^'^^^^^.^^^^^^y'.',^  \'yA^^f¥-'  X^ 


5.    I  must  strongly  oppose  his  giving  them  the  heirloom. 


1.    James,  who  had  been  standing  on  the  street  corner,  said  that  he 
could  not  wait  longer. 


2.    You  might  easily  lose  your  life  if  you  should  slip  while  you  are 
walking  on  the  trestle. 


4^i!^^r^-^^^ 


,.,yy^ir'^^^ 


16  COURSE  OF  STUDY 


1.    John  opened  the  door  and  his  companion  entered  cautiously. 


^t^^  fi^^y ^-^;^W?^,-f?<< I       ,^</r^^fy 


COMPOSITION 


AIM 


The  aim  of  composition  training  in  high  school  is  to  give  the  student 
an  adequate  command  of  English  in  expressing  individual  thought  and 
emotion,  either  through  speech  or  writing. 

Good  composition  training  ought  to  stimulate  the  student  to  think — 
to  manifest  some  positive  personal  reaction  to  the  events  going  on 
around  him;  it  ought  to  increase  his  power  of  organization — his  ability 
to  collect,  arrange,  and  adapt  material  to  some  definite  human  purpose; 
and  it  ought  to  develop  his  regard  for  excellence  of  workmanship — 
obedience  to  the  principles  of  style,  discrimination  in  sentence  structure, 
choice  of  words,  and  the  mechanics  of  punctuation  and  spelling.  The 
great  achievement  is  to  get  the  student  to  do  these  things  habitually. 
When  his  language  habits  keep  pace  with  his  mental  and  emotional 
development,  he  is  well  trained  in  composition.  The  primary  purpose 
of  the  composition  work,  then,  should  be  to  get  the  student  so  thoroughly 
alert  that  he  can  write  and  speak  freely.  The  next,  to  correct  his  imme- 
diate faults,  and  to  do  it  in  such  a  way  as  to  put  into  his  grasp  the 
means  of  self-help  that  will  prove  permanent  tools  in  building  sentences, 
paragraphs,  and  whole  compositions. 

The  following  statements,  quoted  from  the  Report  of  the  Committee 
on  Reorganization  of  English  in  Secondary  Schools,  published  by  the 
United  States  Bureau  of  Education,  Bulletin  No.  2,  1917,  are  heartily 
endorsed  by  the  Oregon  committee: 

"It  is  a  mistake  to  regard  English  as  a  merehj  formal  subject. 

"Nor  is  English  a  subject  that  can  be  finished  by  dint  of  intense 
application  of  essentials  in  the  early  years  of  the  high  school,  to  be 
relegated  thereafter  to  the  place  of  an  optional  study.  While  it  may  be 
freely  granted  that  great  improvement  in  English  instruction  is  possible, 
it  must,  nevertheless,  be  affirmed  that  the  relation  of  language  to  the 
expanding  life  is  so  close  and  intimate  that  to  drop  the  systematic  prac- 
tice of  speaking,  writing,  and  reading  at  any  point  in  the  school  program 
would  be  like  ceasing  to  exercise  or  to  take  food.  English  is  unique  in 
its  relation  to  mental  development  and  to  the  constant  enlivening  and 
reorganization  of  the  pupil's  whole  life  experience  on  ever-higher  planes, 
with  ever-widening  horizon.  Only  so  much  of  technique  should  be  taught 
at  any  one  time  as  pupils  can  actually  use  or  profit  by. 

"English  must  be  regarded  as  social  in  content  and  social  in  method 
of  acquirement.  The  chief  function  of  language  is  communication. 
Hence,  the  activities  of  the  English  classroom  must  provide  for  actual 
communication.     The  pupil  must  speak  or  write  to  or  for  somebody,  with 


ENGLISH 17 

a  consciously  conceived  purpose  to  inform,  convince,  inspire,  or  entertain. 
He  must  read  with  the  confident  expectation  of  being  himself  informed, 
persuaded,  inspired,  or  entertained." 

"The  value  of  extra-classroom  activities  should  be  realized. 

"Finally,  the  success  of  the  English  work  is  conditioned  by  certain 
material  and  personal  factors,  the  most  important  of  which  are  the 
number  and  size  of  classes*,  the  library  and  other  equipment,  and  the 
preparation  of  the  teacher.  Composition  is  personal  as  well  as  social. 
Each  individual  must  have  opportunity  for  practice  under  sympathetic 
guidance  and  criticism.  Mere  learning  of  rules  never  made  a  speaker 
or  writer." 

"The  Organization  of  the  English  Course: 

"English  as  a  high  school  study  is  to  be  regarded  primarily  as  an  art, 
not  as  a  science,  and  is  to  be  learned  by  practice  rather  than  by 
genei-alization. 

"The  activities  broadly  named  English  *  *  *  are  really  only  two- 
fold; namely,  receiving  impressions  and  giving  them. 

"Both  giving  and  receiving  have  reference,  moreover,  to  only  two 
types  of  situations,  work  and  leisure,  production  and  play. 

"*  *  *  the  committee  has  avoided,  as  far  as  possible,  the  fallacy 
of  postponed  returns,  believing  that  if  the  present  is  jyrojierly  improved 
the  future  tvill  take  care  of  itself. 

"Critical  appreciation  of  technique  in  literary  composition  is  possible 
to  only  a  small  degree  in  the  high  school  and  should  follow,  rather  than 
precede,  the  literature  itself." 

TIME  ALLOTMENT 

Details  are  given  at  the  beginning  of  each  term  assignment  in  the 
Outline  by  Terms. 

Composition,  including  grammar  and  sentence  study,  is  assigned  from 
four-fifths  to  two-fifths  of  the  time  devoted  to  English,  the  study  of 
literature  occupying  the  remainder  of  the  time.  The  proportion  of  time 
devoted  to  sentence  study,  paragraph  study,  and  theme  writing  will 
depend  upon  the  technical  proficiency  of  the  students.  Reasonable  com- 
mand of  the  sentence  and  paragraph  is  indispensable  to  theme  writing. 
Get  this  first.  Because  part  of  the  class  lags  in  mastering  the  sentence 
and  the  paragraph,  do  not  penalize  the  competent  student  by  insisting 
that  he  repeat  the  drill  that  others  need  while  he  does  not.  Give  him 
the  opportunity  to  make  the  most  of  his  technical  resources  by  frequent 
writing  and  speaking. 

DISTRIBUTION  OF  TYPES 

Main  types  of  composition  work  to  be  studied  each  year  are  as 
follows: 

1.    Narration.    2.  Description.    3.  Exposition.    4.  Argumentation. 

Clippinger's  definitions  and  materials  are  recommended  for  use  in 
connection  with  these  types,  ch'apters  I  to  IV,  inclusive,  in  Written  and 
Spoken  English.    These  four  types  overlap  in  various  degrees;   some  of 


*  The   Oregon   Council    of   English   at   its    1921    annual    meeting  recommended 
that  no  teacher  of  English  should  instruct  more  than  eighty  students. 


18  COURSE  OF  STUDY 


each  may  be  incidental  to  every  year's  work.  The  student  should  under- 
stand at  the  start  that  in  actual  work  any  or  all  of  the  three  may  be 
used  in  connection  with  the  other  one. 

Unity,  coherence,  and  emphasis  are  terms  which  may  be  difficult  for 
many  students.  Do  not  expect  students  to  understand  the  terms  by 
simply  learning  definitions;  but  by  repeatedly  recurring  to  the  ideas 
and  by  simple  explanations  and  illustrations  from  literature,  lead  them 
to  a  comprehension  of  the  terms. 

Intensive  training  in  outline  is  not  recommended.  A  student  should 
be  able,  however,  to  determine  a  paragraph's  central  idea,  and  its  relation 
to  its  sui-rounding  ideas;  and  to  keep  his  own  work  in  reasonably 
logical  order. 

THE  ASSIGNMENT 

Throughout  the  four  years,  assignments  which  seem  especially  prac- 
tical, such  as  letter  writing,  parliamentary  drill,  and  story  telling,  are 
repeated.  Punctuation  and  spelling,  grammar  and  vocabulary  can  be 
studied  in  connection  with  these  forms  always.  To  the  ordinary  student, 
correct  habits  in  commonly  used  forms  of  composition  will  prove  a 
blessing.  The  effect  is  more  lasting  where  small  doses  are  given  fre- 
quently than  where  a  large  quantity  is  administered.  In  both  oral  and 
written  composition  repeated  drill  is  the  only  means  of  real  achievement. 
Variety  may  be  introduced  according  to  the  ability  of  classes  and  time 
allowed  for  particular  phases  of  the  work.  In  speaking  and  writing, 
as  elsewhere,  habit  in  doing  what  is  right  is  more  important  than  merely 
knowing  what  is  right  to  do. 

Aimless  composition  should  never  be  tolerated  in  English  training. 
Hence  the  importance  of  the  assignment,  which  should  be  capable  of 
concrete  review  or  evaluation.  Oral  themes  especially  should  be  assigned 
with  a  demand  for  an  outline  of  subject  matter  as  well  as  plan. 

Make  assignments  early  enough  to  insure  adequate  preparation,  but 
immediate  enough  to  be  a  present  obligation. 

All  assignments  should  be  clear  and  definite. 

In  making  the  theme  assijj-nment  it  is  generally  best  to  assign  a  class 
topic  under  which  students  may  make  individual  choices.  Occasional 
assignments,  however,  should  require  the  students  to  select  their  own 
topics;  otherwise,  they  become  too  dependent  upon  the  teacher.  Every 
theme,  oral  or  written,  should  have  at  least  one  very  definite  purpose, 
which  may  consist  of  a  requirement  in  thought,  or  type,  or  paragraph 
or  sentence  structure,  or  mechanics.  The  teacher  may  present  or  sug- 
gest models;  or  by  well-planned,  leading  questions,  he  may  arouse  class 
discussion  which  will  illuminate  the  assignment  and  prevent  difficulties 
in  the  oral  or  written  work.  The  wise  teacher  anticipates  errors,  and 
warns  and  guards  against  them. 

In  making  long  assignments  in  written  work,  it  is  best  not  simply 
to  say,  "Have  it  done  in  three  days,"  but  to  make  some  definite  require- 
ment for  each  day,  for  example:   (1)  an  outline  or  plan  or  oral  discussion; 

(2)  a  more  detailed  outline  or  a  written  copy;  (3)  the  revised  and  com- 
pleted work.     In  oral  work:   (1)   gather  material;    (2)  arrange  material; 

(3)  present  material.  If  the  topic  does  not  require  the  collection  of 
material,  the  talk  may  be  given  one  day  and  with  the  help  of  teacher 
and  class-criticism  improved  and  given  again. 


ENGLISH  19 


CORRELATION 

"Eng-lish  as  a  training:  for  efficiency  should  be  distinp:uished  from 
English  as  a  training  for  the  wholesome  enjoyment  of  leisure  *  *  * 
The  English  course  should  be  so  arranged  as  to  couple  speaking  and 
writing  for  practical  purposes  v/ith  reading  of  the  same  character,  and 
speaking  and  writing  for  pleasure  and  inspiration  with  the  study  of  the 
novelists,  the  playwrights,  and  the  poets. 

"Such  a  form  of  organization  will  make  possible  that  cooperation  of  all 
teachers  in  establishing  good  habits  of  thought  and  of  expression  with- 
out which  they  are  rarely  attained."  (From  the  Report  of  the  Committee 
on  Reorganization  of  English  in  Secondary  Schools,  published  by  the 
United  States  Bureau  of  Education,  Bulletin  No.  2,  1917.) 

In  order  to  accomplish  the  best  results,  composition  work  should  be 
correlated  with  the  other  work  of  the  course.  Throughout  the  recommen- 
dations for  the  four  years  suggestions  are  made  as  to  how  this  may  be 
done.  Correlation  with  school  and  community  activities  is  also  urged. 
(See  Howard  C.  Hill's  "Opportunities  for  Correlation  Between  Community 
Life  and  English,"  reprinted  in  pamphlet  form  from  School  Review,  Vol. 
XXX,  Nos.  1-2-3,  Jan.,  Feb.,  and  March,  1922;  and  also  "Community 
Life  and  Civic  Problems"  by  the  same  author,  published  by  Ginn  &  Co.) 
Students  should  always  be  made  to  see  the  actual  practical  value  of  the 
training  which  they  are  having.  The  primary  motive  in  planning-  the 
course  has  been  to  include  material  which  they  are  most  apt  to  have 
opportunity  to  use. 

The  course  has  been  organized  with  a  view  to  relating  the  life  of 
the  student  in  school  to  the  interests  and  responsibilities  of  the  com- 
munity. To  this  end,  project  the  inquiry  of  students  to  local  institutions 
and  industries  for  theme  subjects,  and  make  much  of  the  organized 
community  interests  of  the  scchool.      (See  "Stories  of  The  Day's  Work.") 

In  the  Outline  by  Terms  suggestions  are  given  for  using  selections 
from  literature  as  theme  models  or  as  material  for  stimulating:  thought 
on  parallel  topics  in  the  experience  of  the  student,  also  to  add  to  the 
interest  in,  appreciation  of,  and  understanding  of  the  literature.  The 
teacher  may  develop  and  continue  these  suggestions  if  the  work  succeeds 
in  arousing  more  vigorous  and  creative  work  on  the  part  of  the  student. 
Avoid  themes  based  directly  on  the  literature.  While  such  themes  may  be 
valuable  as  a  study  of  that  literature,  they  do  not  meet  the  requirement 
of  the  weekly  theme.  These  themes  are  designed  to  enlist  individual 
thought  and  experience.  They  are  transcripts  from  the  life  of  the 
student,  and  as  such  are  a  just  example  of  his  language  habits  and 
resources. 

Topics  for  Composition: 

Topics  for  themes  abound  within  the  scope  of  the  students'  dominant 
interests.  All  students  are  interested  in  their  individual  life  careers  and 
in  the  community  life  about  them,  especially  their  school  activities  in 
athletics,  clubs,  classes,  and  society,  and  even  their  studies.  On  such 
topics  assignments  may  be  made  to  the  whole  class.  Recommendations 
for  themes  suggested  by  the  literature  studied  will  be  found  in  the  Outline 
by  Terms.  Material  suggested  by  the  classics  studied  may  be  read  from 
other  sources  to  the  class.  Each  student,  catching  his  cue  from  some  of 
the  readings,  recalls  the  scene  most  vividly  held  in  mind,  and  giving  it  a 


20  COURSE  OF  STUDY 


distinctive  motive  recounts  an  orig:inal  experience  or  fancy.  Students 
should  be  encouraged  in  expressing  their  personal  reactions.  At  the  same 
time  they  should  be  trained  to  distinguish  between  the  merely  trivial  or 
sensational  and  the  really  interesting  personal  experience. 

Where  the  relationship  between  students  and  teacher  makes  it  pos- 
sible, the  teacher  may  call  for,  from  any  class,  an  autobiography  or  a 
theme  in  which  the  student  discusses  his  ambition.  Students  will  be 
honest  and  sincere  in  the  majority  of  classes  if  the  teacher  assures  them 
that  the  papers  will  be  seen  by  no  one  but  himself  and  presents  the 
assignment  as  an  opportunity  for  the  students  to  express  their  experiences 
or  ideals.  These  papers  frequently  aid  the  teacher  in  selecting  interest- 
ing material  for  composition,  recommending  books  to  read,  and  in  his 
personal  acquaintance  with  the  students. 

Relation  Between  Composition  and  Grammar: 

Persistent  recurrence  to  usable  grammar  is  held  necessary.  Repeated 
analyses  (1)  to  determine  the  primary  units  of  the  sentence,  and  (2) 
to  lead  from  those  units  to  the  modifying  units,  is  essential  to  a  conscious 
cultivation  of  the  sentence  sense  which,  in  turn,  is  necessary  before  the 
pupil,  who  has  not  the  innate  sense,  can  consciously  form  the  habit  (1) 
of  writing  unified  sentences  (avoiding  fragment  and  run-on  errors)  ; 
(2)  of  avoiding  monotonous  predication;  (3)  of  gaining  variety  through 
easy  choice  of  clause,  phrase,  or  word  for  subordination;  (4)  of  gaining 
flexibility  and  grace  through  the  use  of  parallel  and  periodic  structure. 
He  who  has  not  the  language  sense,  natively,  and  has  to  gain  its  mastery 
consciously  must  feel  and  recognize  quickly  grammatical  units.  The 
teacher  is  charged  to  find,  in  the  compositions,  her  justification  for  work 
in  grammar,  and  so  to  inform  the  members  of  the  class  by  reference  to 
their  own  work.  This  study  may  mean  a  going  to  the  grammar  text 
for  review  of  some  certain  unit.  Only  a  minimum  of  "picking  out"  cer- 
tain constructions  from  the  sentence  of  the  text  is  allowable.  Supplying 
blanks,  choosing  the  correct  form  from  a  list  of  several,  connection  of 
sentences  taken  direct  from  the  themes,  and  original  sentences  to  illus- 
trate such  or  such  construction  are  recommended,  as  drills  for  the 
clarifying  of  the  principle  instead  of  much  picking  out  from  stock 
sentences.  The  circuit  should  be  from  the  themes  or  oral  speech  to  the 
grammar  and  back  to  the  themes. 

Subdivisions  of  Composition: 

Work  in  grammar,  sentence  construction,  punctuation,  spelling,  vocabu- 
lary, pronunciation,  and  enunciation  is  all  to  be  made  subordinate  and 
strictly  contributory  to  the  pupil's  written  or  oral  composition.  The 
teacher  is  advised  to  follow  drill  work  in  gTammar,  sentence  construction, 
or  any  phase  of  "mechanics"  with  work  in  which  the  springs  discovered  in 
those  tributaries  feed  the  composition  flow  of  the  pupil.  This  is  possible 
only  with  persistent  attention  to  the  application,  many  times,  of  the 
matters  studied  in  theory  and  drill  exercises.  It  is  from  the  needs  of 
the  pupils,  as  found  through  their  compositions,  that  the  teacher  has  cause 
and  justification  in  the  eyes  of  the  pupils  to  do  such  drilling;  and  she 
should  make  the  return  in  application  to  subsequent  themes,  by  way  of 
reading  of  themes  in  class,  of  comments  pointing  out  good  and  bad 
points,  of  laboratory  work,  and  of  marginal  directions  on  written  themes. 
Furthermore,   merely   making   such   suggestions  once   or  twice   will   not 


ENGLISH  21 


suffice;  repeated  suefg'eRtions  accompanied  by  practice  are  necessary  to 
establish  habits  and  to  acquire  good  expression.  For  these  reasons, 
foundation  work  in  such  divisions  as  sentence  structure,  paragraphing, 
usage,  and,  indeed,  all  the  principal  mechanics  should  come  as  early  as 
possible  in  the  term  so  as  to  allow  plenty  of  time  for  application.  Any- 
thing that  cannot  be  applied  should  not  be  given  in  theory  or  isolated 
drill  exercises. 

Correlation  of  Oral  and  Written  Work: 

Reading  themes  in  class  gives  an  opportunity  for  drill  on  enunciation, 
pronunciation,  voice,  posture,  and  enthusiasm  and  sincerity.  Frequently 
give  a  class  hour  to  a  set  of  average  length  themes  in  order  to  have 
pupils  read  their  compositions  to  their  classmates.  This  gives  them 
more  direct  urge  to  do  their  best  than  merely  the  teacher's  reading  does. 
The  class  reading  may  come  on  the  day  the  themes  are  first  brought  in. 
This  time  has  the  advantage  (1)  of  catching  the  pupil  at  the  point  of 
his  greatest  enthusiasm;  (2)  of  giving  the  opportunity  for  voluntary 
revision  to  the  pupils  who  are  not  called  on  to  read  theirs  aloud  and  who 
see  weaknesses  of  their  own  through  the  criticisms  made  on  others' 
work;  (3)  of  saving  the  teacher  the  time  of  writing  all  comments  on 
the  theme.  But  the  moi-e  logical  time  to  have  themes  read  is  after  the 
teacher  has  at  least  read  the  set  all  through  and  chosen  those  of  the 
most  concei'n,  positively  and  negatively,  to  the  class.  If  she  makes 
suggestions  for  revision  on  the  theme,  the  pupil  should  fellow  out  these 
directions  as  far  as  possible  before  he  reads.  This  time  for  reading  has 
the  advantage  of  giving  the  child  the  opportunity  to  perfect  his  work 
as  does  the  author,  in  the  light  of  a  friend's  criticism,  before  he  gives 
it  out  publicly.  The  wise  teacher  will  vary  the  time  of  reading  according 
to  other  conditions  of  work,  time,  and  the  nature  of  the  given  set  of 
themes. 

Criticism  as  to  unity,  coherence,  or  emphasis  in  themes  can  best  be 
given  on  themes  read  in  class  as  these  are  phases  of  criticism  which  the 
student  can  better  understand  by  having  that  point  discussed  by  the 
teacher  than  by  merely  i-eceiving  a  note  of  criticism.  This  is  especially 
true  in  the  first  years  when  a  comprehension  of  the  terms  is  not 
established. 

TEACHER'S  CRITICISMS 

The  teacher  should  not  make  the  corrections  herself,  unless  on  a  point 
which  the  pupil  cannot  be  held  to  know  and  which  the  teacher  hopes  he 
will  absorb.  Her  criticisms  should  be  constructive,  first;  adverse,  second. 
The  amount  of  criticism  on  any  given  paper  or  oral  theme  should  depend 
upon  the  nature  of  the  errors  found  therein,  but  in  any  event  it  should 
be  well  balanced  between  the  thought  and  expression.  The  work  of  the 
four  years  must  needs  be  cumulative.  Habit  forming  is  too  slow,  eight 
semesters  are  too  few,  and  the  teacher's  time  for  reading  is  too  precious 
to  justify  any  teacher  in  administering  criticism  on  only  one  type  of 
mechanical  corrections.  This  does  not  mean  that  the  paper  or  the 
speech  is  to  be  overloaded  with  criticism;  but  it  does  mean  that  something 
more  than  punctuation  or  enunciation  can  be  handled  in  a  term  and  that 
criticism  can  be  and  should  be  well  balanced  between  thought  and  form. 

Personal  conferences  with  students  are  recommended  wherever  the 
size  of  the  class  and  schedule  permits.     There  are  occasions,  also,  where 


22  COURSE  OF  STUDY 


conferences  should  be  held  with  students  who  have  special  difficulties, 
even  though  there  is  not  time  for  personal  work  with  all  members  of  the 
class. 

VOCABULARY 

In  all  four  years  improvement  in  vocabulary  should  be  considered 
sn  essential  to  good  composition.  First  teach  the  use  of  the  dictionary 
until  you  are  satisfied  that  the  students  can  use  it  intelligently.  Work 
with  vocabularly  increase  as  its  special  aim  may  be  assigned  as  follows, 
with  any  further  plans  which  the  teacher  or  class  suggest:  Themes  in 
which  the  student  indicates  new  words  used;  themes  or  sentences 
containing  certain  new  words  assigned,  sometimes  selected  from  the 
literature;  defining  and  using  in  sentences  words  selected  from  the 
literature;  getting  meaning  from  context  first,  then  contrasting  and 
comparing  other  dictionary  meanings;  listing  as  many  synonyms  or 
antonyms  as  possible  for  given  words;  determining  shades  of  difference 
in  meaning,  (for  last  two  suggestions  see  Clippmger,  chapter  8,  sections 
11-14  inclusive)  ;  making  lists  of  descriptive  words  or  action  words  and 
selecting  from  them  the  most  appropriate  for  a  given  case;  listing 
variety  of  "said"  words  and  using  variety  in  compositions;  substituting 
Letter  word  in  composition  when  called  for  in  marginal  criticism. 

CREDIT  FOR  DEBATING 

It  is  recommended  that  credit  in  written  and  oral  composition  be 
given  for  debating  on  the  following  basis,  suggested  by  the  Oregon 
High  School  Debating  League :  During  each  month  in  which  a  pupil 
is  engaged  seriously  in  preparation  for  debate  under  competent  super- 
\ision,  he  shall  be  excused  from  fifty  percent  of  theme  work  for  that 
month. 

VOLUNTARY   WORK 

To  encourage  orginal  and  individual  effort  offer  credit  for  all  extra 
work — poems,  plays,  stories,  talks,  memory  work — any  literary  effort 
by  the  student.  Not  enough  will  come  in  to  upset  the  teacher's  time 
schedule,  and  that  which  does  will  be  more  interesting  than  the  routine 
work.  Perhaps  few  students  will  respond,  but  those  who  do  may  profit 
greatly. 

MINIMUM    ESSENTIALS 

The  recommended  minimum  essentials,  found  elsewhere  in  the  Course 
of  Study,  should  be  used  as  first  requirements.  Do  not  attempt  to 
emphasize  other  features  until  the  accuracy  called  for  in  these  is 
achieved. 

Written  Composition 

Theme  Cycle: 

The  following  order  is  suggested  as  a  general  guide  in  handling 
composition:  (1)  Clear  presentation  of  the  problem  to  be  worked  out; 
(2)  any  needed  directions  for  gathering  and  arranging  material;  (3) 
oral  discussion  of  the  topic  before  the  class  writes;  (4)  the  writing  of 
the  composition;  (5)  reading  aloud  before  the  class;  (6)  teacher's  and 
classmates'  criticism  in  class;  teacher's  further  criticism  in  personal 
conference  and  on  margin  of  theme;  (7)  student's  revision. 


ENGLISH  23 


PREPARATION  OF  MANUSCRIPTS 

Use  the  regulation  letterhead  size  of  sheet  (8^/^  x  11)  for  composition 
paper. 

Place  the  title  on  the  first  line. 

Leave  one  space  below  the  title. 

Leave  one  inch  margin  on  the  left,  and  indent  each  paragraph 
one-half  inch  from  the  margin  line.    Avoid  ragged  edges  on  the  right. 

Number  each  sheet  in  the  upper  right-hand  corner. 

Arrange  each  sheet  according  to  number  and  fold  with  the  edges  to 
the  right.    Place  title  in  the  same  position  as  on  a  book. 

At  top  of  folded  manuscript  write:  (1)  name;  (2)  class  and  period; 
(3)  title;  and  (4)  date.  The  content  of  this  information  may  be  varied 
to  suit  the  teacher's  convenience. 

METHOD  OF  WRITING 

Many  of  the  imperfections  in  students'  form  are  due  not  to  ignorance 
but  to  mere  carelessness.  In  view  of  this  fact,  strict  care  should  be  given 
to  the  way  students  prepare  their  written  matter.  Careless  pencil  drafts, 
full  of  misspelled  words  and  abbreviations  and  absolutely  devoid  of 
punctuation,  are,  to  a  large  measure,  responsible  for  the  mistakes  that 
persist  in  the  finished  form.  There  is  continually  the  excuse,  "But  I 
mean  (or  meant)  to  copy!"  Such  a  plea  should  never  be  accepted. 
Students  should  be  forced,  in  so  far  as  their  knowledge  warrants,  to  do 
their  writing  accurately  and  correctly  the  first  time.  Insistence  on  the 
use  of  ink  will  do  much  to  eliminate  careless  work.  If  pencil  drafts 
are  allowed,  margin,  paragraphing,  punctuation  and  correct  usage  should 
be  required.    Supervised  writing  will  greatly  increase  its  effectiveness. 

Occasionally  pupils  may  be  required  to  write  themes  in  class,  either 
impromptu,  or  after  some  previous  preparation  (in  latter  case  without 
notes,  however).  During  the  class  period  the  teacher  may  read  other 
themes  or  assist  students  in  their  work.  Supervised  theme  writing  affords 
a  check  on  originality,  and  has  several  other  values. 

CORRECTION  OF  WRITTEN  COMPOSITION 

Compositions  should  be  returned  to  the  pupils  for  inspection  and,  if 
deemed  advisable,  for  rewriting  as  soon  as  possible  after  the  writing. 
Suggested  means  of  avoiding  delayed  returns  are:  By  class  correction, 
oral,  of  a  given  set  read  aloud;  by  written  comments  of  classmates  on 
papers  exchanged;  by  frequent  and  vigorous  use  of  oral  composition  in 
which  organization  and  complete  sentences,  clear-cut,  are  insisted  on ;  by 
cutting  down  written  assignments,  if  necessary.  Under  supervised  study 
students'  correction  may  be  most  helpful  and  effective.  Guard  against 
letting  errors  pass  as  correct,  doing  an  injustice  to  the  student  who  makes 
the  error. 

SYMBOLS  FOR  CORRECTION  OF  THEMES 

In  composition  criticism,  the  best  results  come  from  personal  confer- 
ences; and  from  fully  written,  personally-touched  questions,  notes,  and 
comments  on  the  themes.  Certainly  the  return  of  compositions  should 
be  accompanied  by  comments  from  the  teacher  regarding  the  successes 


24  COURSE  OF  STUDY 


and   failures   in   "solving-  problems".     But,   since  the  exigencies  of  time 

and    strencfth    make    it    impossible  to    use    the    fully    written    form    of 
criticism  always,  the  following-  symbols  have  been  agreed  upon : 

sp. — spelling  v. — vague 

p. — punctuation.  m. — margin 

cap. — capitalization  o. — omit 

1.  c. — lower  case  (no  capital)  d. — diction 

U. — unity  usage 

C. — coherence  sub. — subordinate 

E. — emphasis  syn. — synthesize 

Applied  to  sentences,  para-  ? — disputed  or  questioned 

graphs,  or  whole  composi-  statement 

tions,    as    indicated.  ] — indent 

X.  X. — all  wrong  .  .  .  . — ommissions  of 

g. — grammar  necessary  word 

w. — wordy  x. — incorrect  word  division 

k. — awkward  H — form  new  paragraph 
rep.— -repetition 

LETTER  WRITING 

As  there  is  almost  no  student  who  will  escape  the  necessity  of 
sometime  writing  letters,  we  recommend  practice  in  that  art  for  all 
four  years.  Not  a  great  deal  of  time  need  be  spent  on  it,  but  enough 
to  keep  in  mind  the  possibilities  of  letter  writing.  A  little  work  each  year 
will  produce  a  more  permanent  effect  than  one  severe  attempt  to 
cover  all  the  material  and  emphasize  all  the  points  at  once.  If  the 
students  in  any  class  are  found  to  be  familiar  with  good  form  and 
habitually  use  it,  all  the  attention  may  be  directed  to  content,  purpose, 
style. 

In  business  letters  especially  emphasize  form,  if  the  students  are 
not  already  habitually  careful  about  such  matters.  Give  less  time  to 
formal  social  letters  than  to  other  forms.  A  mere  acquaintance  with 
these  will  suffice. 

The  friendly  letters  should  be  exchanged  with  other  schools  in 
different  parts  of  the  country.  This  makes  the  problem  practical,  adds 
interest,  and  has  an  educational  value  beyond  the  writing  drill.  If 
possible,  the  letters  should  be  sent  and  received  in  a  group  and  read  by 
the  teacher.  Cultivate  taste  and  judgment  in  the  pupil  i-n  regard  to 
material  and  treatment. 

NEWS    WRITING 

In  English  .5  news  writing  is  recommended  as  a  factor  in  this 
term's  work.  Since  no  adequate  treatment  of  the  principles  of  elementary 
news  writing  is  found  in  available  high  school  text  books,  a  brief 
statement  is  given  here  as  a  guide  to  the  work. 

Unless  some  periodical  is  available  for  publishing  the  best  school 
news  written  by  students  in  news  writing,  it  is  not  worth  while  to  take 
up  this  work.  The  local  newspaper  and  a  school  paper  are  the  periodicals 
most  frequently  employed. 

Success  in  publishing  news  written  by  students  depends  upon  their 
honest  efforts  to  learn  what  news  is  and  how  to  gather  and  write  it  in 
exact  and  simple  form   for  the  press.    The  flippant,  insincere,  shallow, 


ENGLISH  25 


opinionated  and  half-developed  news  story,  too  often  written  for  amuse- 
ment, will  soon  cause  rejection  of  school  news  in  the  local  paper  and  kill 
the  school  periodical  that  publishes  it. 

News  interests  many  persons  by  telling  them  something:  they  wish  or 
ought  to  know,  or  by  arousing  some  emotion.  By  putting  self  in  the  place 
of  the  prospective  reader  one  may  select  news  from  the  myriad  school 
happenings  with  at  least  some  degree  of  real  success. 

A.  Netcs    Materials.     Students    may    be    trained    to    look    for    ne^vs 
materials  in : 

1.  Student  Affairs:  (a)  enrollment,  (b)  offices,  (c)  activ- 
ities, atheletic,  social,  etc.,  (d)  promotion,  (e)  unusual  dis- 
tinctions— special  assignments,  position  in  club,  committee 
assignment,  etc.,    (f)    unusual  accomplishment. 

2.  Faculty:  (a)  personnel,  (b)  staff  positions,  (c)  special  fitness 
for  position  when  first  employed,  (d)  public  addresses,  and 
other  activities. 

3.  School  Board:  (a)  meetings,  (b)  policy  for  betterment  of 
school  work,  etc. 

4.  School  building  and  ground. 

5.  Parent-teacher  meetings,  officers  and  activities. 

6.  Distinguished  speakers  and  other  visitors. 

7.  Anything  unusual,  if  creditable  to  school. 

8.  Anything  else  of  value  to  school  and  interest  to  readers. 

B.  Collecting  the  News: 

1.  Seeing  the  events  or  conditions  (observation),  (a)  Personal 
observation  is  much  the  best  method  of  reporting,  (b) 
Train  the  students  to  see  completely  and  note  accurately  all 
essential  phases  of  the  events  or  conditions,  (c)  Get  names, 
initials  and  spelling  just  right — very  hard  to  do.  (d)  Get 
facts  straight  and  entirely  free  from  opinions  and  rumors — 
editors  will  attend  to  the  opinions  and  the  village  gossips 
to  the  rumors,  (e)  Identify  all  important  persons  men- 
tioned by  exact  residence,  position,  title,  if  any,  and  be 
sure  to  get  these  straight,  (f)  In  quoting  oral  or  wi-itten 
material  get  the  quoted  matter  right.  If  the  exact  words 
can  not  be  recalled,  make  the  quotation  indirect.  Usually 
one  or  two  choice  sayings  should  be  quoted. 

2.  Interviewing  others  who  saw  them. 

3.  Reading  reports,  records,  and  other  documents. 

C.  Organizing  the  News  Story: 

1.  The  lead,  (a)  Study  carefully  all  news  materials  collected 
to  find  the  most  important  fact  noted.  It  will  be  the  first 
thing  written  and  is  called  the  lead,  (b)  The  lead  will  tell 
who  or  what  did,  received,  or  was  something;  what  was 
aone,  etc.;  when;  where;  and  possibly  why,  how,  with 
what  effect,  etc.  (c)  The  most  important  one  of  these  lead 
elements  will  make  the  "feature."  Finding  it,  called  "pick- 
ing the  feature,"  is  essential  to  the  success  of  the  story. 
The  news  writer  should  be  thinking  over  the  lead  and  the 
feature  while  going  from  where  he  gatherd  to  where  he 
will  write  his  news. 


26  COURSE  OF  STUDY 


2.  The  body,  (a)  The  body  explains  the  lead  by  giving  minor 
facts  in  the  order  of  their  importance,  (b)  After  having 
selected  the  lead  the  news  writer  should  think  out  the 
relative  order  of  importance  of  the  remaining  facts.  A  note 
of  these  in  order  will  form  the  outline  for  the  story. 

D.  WHting  the  Neivs  Story: 

1.  Literary  requirement,  (a)  Simple  style.  (Style  is  largely 
the  materials- — words — used  to  convey  the  meaning) .  Ac- 
curate, short,  snappy  words  conduce  to  simple  style;  high- 
sounding  words  to  florid  style;  technical  words  to  technical 
style;  slangy  words  to  slangy  style,  etc.  Avoid  "bromides" 
— such  as  "took  his  departure"  for  "left."  (b)  Clear  and 
forcible  structure.  (Structure  is  largely  how  the  materials 
are  put  together).  Peculiarity.  Precedence  of  the  impor- 
tant is  the  only  difference  between  good  English  and  good 
newspaper  English.  Put  the  most  important  paragraph  first, 
the  most  important  sentence — the  lead- — first  in  the  para- 
graph and  the  most  important  word — the  feature — as  near 
the  front  as  possible;  it  must  appear  in  the  first  six  words. 
Principles.  Together  the  style  and  structure  must  secure 
unity,  coherence  and  emphasis.  The  story  must  not  only  be 
exactly  true,  but  must  be  clear  and  forcible.  Short  words 
— if  word  is  spelled  two  ways  use  the  shorter — short  sentences, 
short  paragraphs,  short  stories,  will  help,  (c)  Capitalization 
and  punctuation — Never  use  either  capital  letter  or  punctua- 
tion mark  without  knowing  where  it  is  required.  If  in  doubt, 
don't. 

E.  Mechanical  Preferences: 

Use  of  typewriter.  Copy  paper,  SVz  inches  wide,  written  on 
one  side.  First  paragraph  of  story,  3  inches  from  top  of 
page.      Unmistakable  paragraphing. 

F.  Illustration   of  Narrative    Cotnposition   Treated   as  News  Story. 

Narrative  composition — The  Lyceum  Syndicate  has  offered  the 
School  Board  of  this  district  a  contract  calling  for  the  payment 
by  the  board  of  three  hundred  dollars  for  a  series  of  six  enter- 
tainments to  be  supplied  by  the  syndicate  within  the  year.  The 
contract  provides  that  the  dates  are  to  be  selected  by  the  manager 
of  the  syndicate,  and  that  every  pupil  must  buy  at  least  two 
tickets  for  each  entertainment,  one  of  which  must  be  presented 
at  the  door  by  the  pupil  purchasing  it.  The  other  ticket  or  tickets 
purchased  must  be  sold  and  their  price  turned  in  at  the  door. 
The  board  was  unable  to  persuade  the  agent  of  the  syndicate  to 
modify  these  provisions,  and  voted  to  reject  the  contract. 

(Note  that  the  thins  most  important  to  the  readers — rejection  of 
tlie  contract — is  not  learned  till  tlie  end  of  the  composition.  In  the 
news  story  this  becomes  the  lead.) 

News  story — The  Lyceum  Syndicate  contract  calling  for  the 
payment  of  $300  by  the  School  Board,  for  a  series  of  six  enter- 
tainments, has  been  turned  down  with  a  bang.  It  provided  that 
the   dates  of  entertainment  be   selected   by  the  manager  of  the 


ENGLISH  27 


syndicate,  and  that  every  pupil  buy  at  least  two  tickets  for  each 
entertainment.  One  must  be  used  by  the  pupil  and  one  or  more 
sold.  The  School  Board  was  unable  to  get  these  provisions 
changed. 

<Note  that  the  lead  gives  all  the  vital  information.  The  sentences 
following  it  merely  explain  the  lead,  and  may  be  cut  out  without 
destroying  unity.  If  crowded  for  room  the  publisher  would  cut  off 
the  last  sentence  first,  then  the  next  to  the  last,  etc.,  till  he  reached 
the  lead.  Isn't  it  interesting  to  have  a  unit,  then  slash  it  in  this  way 
ar\d  still  have  a  unit?) 

High  School  Text — Journalism  for  High  Schools,  Charles  Dil- 
lon, news  editor,  Topeka  Capital  Journal,  published  by  Lloyd 
Adams  &  Noble,  N.  Y. 

G.  Editorial  Writing: 

A.  Differentiation  from  news  item: 

1.  News  item — an  announcement  of  a  happening. 

2.  Editorial — a  comment  on  the  significance  of  that  happening. 

B.  Purpose : 

1.  To  mold  public  thought  by  persuading  readers  to  think  as 
editor  does. 

2.  Often  definitely  aimed  to  direct  public  action. 

C.  Style:    Serious,  humorous,  satirical. 

D.  Spirit:    Fair  and  sincere;    or  prejudiced. 

E.  Treatment: 

1.  Constructive: 

a.  News  item  (a  bridge). 

b.  Theme— statement  of  "problem." 

c.  Clearing  away  of  objections.      (Connect  with  principles 
of  argumentation  and  persuasion.) 

d.  Solution. 

e.  Conclusion. 

2.  Destructive: 

a.  News  item  (a  bridge). 

b.  Statement  of  postions   (problem  for  solution)  : 

(1)  Of  opponent. 

(2)  Of  writer. 

c.  Exposition  of  writer's  position. 

d.  Refutation.     (Connect  with  principles  of  argumentation 
and  persuasion.) 

e.  Conclusion. 

3.  Illustrative.      (Either  constructive  or   destructive;   prepon- 
deratingly  Illustrative)  : 

a.  Statement  of  problem. 

b.  Proof  by  example  or  incidents.    (Connect  with  principles 
of  argumentation  and  persuasion.) 

c.  Conclusion. 

F.  Value: 

1.  Cultivation  of  judgment. 

2.  Seeing  significance  of  events. 

3.  Selection  of  pertinent  point. 


28  COURSE  OF  STUDY 


Oral  Composition 

Among  the  objectives  of  the  course  are  the  following: 
Clear-cut  enunciation. 
Correct  posture. 
Earnest  and  effective  delivery. 
Right  use  of  English. 

Understanding  of  simple  parliamentary  rules. 
Development  of  interest  in  outside  affairs. 

A  knowledge  of  parliamentary  practice  is  essential  in  high  school 
organizations,  or  in  others  to  which  students  may  belong.  Therefore  its 
introduction  at  the  beginning  of  the  first  year  is  recommended,  with  a 
review  every  term  thereafter.  Introduce  Robei't's  Rules  of  Order  and 
perfect  any  kind  of  organization  in  which  practice  in  parliamentary  work 
may  be  used.  Urge  all  faculty  advisors  or  overseers  of  school  oi'ganiza- 
tions  to  insist  on  correct  parliamentary  practice  in  meetings.  In  the 
first  years  the  classwork  may  be  simple,  and  may  be  omitted  if  the 
students  can  learn  through  their  organizations  the  simple  features  of 
parliamentary  law. 

The  other  types  of  work  chosen  for  oral  composition  are  those  which 
the  student  may  find  actual  occasion  to  use  at  any  time,  such  as  telling 
stories  to  children  or  making  impromptu  speeches.  While  these  forms 
are  difficult  and  few  will  achieve  excellence  in  them  they  are  considered 
worthy  of  attention  because  of  the  probability  that  many  students  will 
have  occasion  to  use  them. 

As  an  introduction  to  all  children's  story  telling,  emphasize  the  im- 
portance of  correct  English,  however  simple,  showing  how  a  child's 
speech  habits  for  life  may  be  influenced  by  the  language  used  in  the 
stories  he  hears.  Discuss  the  popular  types  of  stories,  about  fairies, 
animals  and  other  children;  and  for  older  boys  and  girls  adventure 
and  hero  or  heroine  stories — those  which  appeal  to  their  hero-worship 
tendency.  Suggest  how  the  stories  may  affect  the  child's  thoughts  and 
character.  Urge  consideration  of  the  child  in  the  avoidance  of  all 
stories  which  might  inspire  fear  or  cause  "seein'  things  at  night."  A 
distinction  should  be  made  plain  to  the  child  between  fairy  stories  and 
animal  stories  purely  imaginary,  and  those  which  are  true  to  nature. 
This  is  to  save  wrong  conceptions  in  the  child's  mind,  and  to  avoid  a 
doubting  attitude.     Students  should  learn  to  respect  a  child's  confidence. 

Giving  memorized  selections  will  be  an  important  feature  of  oral 
work.  Be  sure  that  the  student  has  a  reason  for  choosing  certain  selec- 
tions if  allowed  a  choice,  and  can  state  that  reason.  If  selections  are 
assigned,  be  sure  that  he  knows  rvhy  they  are  worth  remembering. 

In  reading  or  reciting  poetry,  dwell  on  the  continuation  of  sentences 
beyond  the  limits  of  one  line,  and  pauses  within  the  line.  Students  lose 
the  meaning  of  much  poetry  because  they  see  the  lines  as  units  instead  of 
the  sentences.  Do  not  lose  sight  of  the  rhythm.  Develop  their  sense  of 
rhythm  by  reading  to  them  the  selections.  (It  is  best  for  the  teacher  to 
have  memorized  the  selections  which  the  students  are  required  to  know.) 

In  all  oral  work  one  of  the  most  important  ideals  toward  which  to 
strive  is  the  elimination  of  the  "anduh,"  "andso,"  and  "and — why"  habits. 
Getting  away  from  these  is  a  long  step  toward  developing  "sentence 
sense."  If  necessary,  have  the  students  say  "period"  at  the  end  of 
sentences  in  stead  of  "anduh." 

More  detailed  recommendations  are  given  in  the  Outline  by  Terms. 


ENGLISH  29 


LITERATURE 

The  purpose  of  the  course  in  literature  is  to  show  students  how  to 
study  the  various  master  types  of  literature;  to  teach  them  those  methods 
of  interpretation  that,  when  understood  and  applied,  make  intelligent 
reading  pleasurable  reading'.  The  aim  is  not  to  teach  mechanical  prin- 
ciples and  devices,  but  to  give  drill  and  build  up  habit  in  those  phases  of 
technique  which  will  serve  as  enlightening  guide  posts.  The  teacher 
should  continually  inspii-e  the  pupil  to  read  intelligently,  pleasurably, 
widely. 

The  choice  of  classics  for  study  and  reading  is  designed:  First,  to 
provide  material  that  will  make  a  direct  and  live  appeal  to  the  students' 
interests;  second,  to  present  those  literary  monuments  which  are  a  perma- 
nent, and  therefore,  necessary,  background  to  any  cultural  development. 

The  syllabus  is  based  on  certain  general  principles.  Among  these  are 
the  following:  A  course  in  literature  for  high  school  students  should 
aim  at  quality  rather  than  quantity,  both  as  to  subject  matter  read  and 
the  manner  of  reading  it;  and  should  consider  the  student's  actual  and 
potential  power  of  appreciation,  his  present  interests  and  his  future 
development.  There  is  grave  danger  of  expecting  high  school  students  to 
read  as  rapidly,  as  understandingly  and  as  appreciatively  as  men  and 
women  in  middle  life.  There  is  also  grave  danger  of  making  the  course 
injudiciously  balanced,  giving  equal  attention  to  classic  and  the  modern 
type  of  literature,  to  poetry  and  prose.  As  a  matter  of  fact,  a  certain 
lack  of  balance  is  judicious;  for  example,  more  poetry  than  prose, 
particularly  fiction,  in  a  course;  because  there  is  no  need  to  stress  that 
which  the  students  are  likely  to  read  without  a  teacher.  Fiction  almost 
every  child  is  bound  to  read,  yet  he  needs  to  read  even  some  fiction  with 
the  teacher  in  order  to  arrive  at  an  appreciation  of  good  fiction.  Poetry, 
good  or  bad,  he  is  not  so  likely  to  read.  It  is  important,  therefore,  that 
the  teacher  present  poetry  in  the  most  alluring  manner  possible  and 
present  it  often.  It  is  equally  important  to  present  the  more  difficult 
and  permanent  pieces  of  literature,  the  classics,  in  preference  to  the  easy 
and  modern  selections,  which  the  pupil  is  more  likely  to   read  anyway. 

A  course  of  study,  then,  should  contain  both  prose  and  poetry,  with 
as  many  types  of  each  as  examples  suitable  for  high  school  pupils  will 
permit.  The  selections,  for  the  most  part,  should  be  those  having  a  high 
degree  of  literary  merit  so  that  they  may  set  a  standard  of  taste.  They 
should  carry  the  right  ethical  and  social  message  so  as  to  contribute  to 
the  building  of  character.  They  should  give  sufficient  latitude  of 
choice,  in  any  term,  to  make  it  unnecessary  for  a  teacher  to  attempt  to 
interest  pupils  in  a  classic  in  which  she  herself  has  no  interest.  They 
might  well  include  something  in  periodical  literature.  They  should  be 
arranged  for  the  four  years  according  to  some  central  idea;  that  is,  there 
should  be  such  a  constructive  plan  back  of  the  assignments  that  the 
students,  at  the  conclusion  of  the  course,  shall  have  appropriated  a 
certain  portion  of  the  field  of  literature.  Finally,  a  course  for  the  state 
should  be  so  flexible  that  teachers,  in  conference  with  the  state  superin- 
tendent of  public  instruction,  may  modify  that  course  to  suit  local 
conditions. 

Both  in  American  and  English  literature,  students  should  be  assigned 
special  readings  from  various  writers  whose  chief  works  are  not  read 
in  class.     Such  work  may  be  reported  to  the  class  orally  from  an  out- 


30  COURSE  OF  STUDY 


line,    thus    serving    the    double    purpose    of    training    in    literature    and 
composition.    See  "List  of  Books  for  Outside  Reading." 

Memorizing,  both  in  poetry  and  prose,  should  be  emphasized  through- 
out the  four  years  of  English  training.  The  emotional  and  spiritual 
message  of  a  noble  selection  of  verse  or  prose  can  never  be  so  vividly 
appreciated  as  in  the  process  of  memorizing  that  selection  for  oral  pres- 
entation to  others,  especially  if  the  process  itself  is  oral.  Such  memor- 
izing not  only  adds  new  and  dynamic  words  to  the  student's  vocabulary 
and  gives  him  fresh  cadences  for  phrase  and  sentence  making,  but  it 
also  gives  him  standards  of  judgment  with  which  to  measure  the  merits 
of  other  poetry  and  prose.  See  "Minimum  Requirements  in  Memoriza- 
tion." 

ASSIGNMENT 

Great  care  should  be  given  to  the  initial  presentation  of  any  piece  of 
literature.  The  pupil's  final  judgment  is  apt  to  be  determined  by  the 
teacher's  introduction  of  the  subject.  The  teacher  can  take  the  pupil 
with  him  as  in  an  aeroplane  and  give  a  bird's-eye  view  of  the  whole,  or 
he  can  suggest  points  of  vital  interest  that  will  arouse  curiosity  or  stimu- 
late feeling.  He  must  not  tell  all;  but  he  must  tell  enough  to  awaken  a 
desire  for  moi-e.  Definite  connections  should  be  made  between  the  piece 
and  such  elements  of  life  as  are  known  to  the  student.  "Questions  point- 
ing the  attention  to  character,  truthfulness  to  life  (probability),  ethical 
significance,  artistic  preparations  and  contacts,  esthetic  and  emotional 
reactions,  are  very  desirable  and  make  for  pleasure  in  the  reading 
because  they  reveal  sources  of  power." 

INTERPRETATION 

To  enjoy  a  piece  of  literature  a  student  must  understand  it.  Hence 
interpretation  by  the  teacher  is  often  necessary.  Paraphrasing  may 
even  be  resorted  to  so  long  as  the  attention  is  definitely  fixed  on  the 
object  of  understanding  the  composition.  Following  are  some  of  the 
devices  the  teacher  may  suggest  to  the  student  as  help  in  interpretation — 
some  needed  for  one  piece  of  work,  some  for  another: 

Transpose  words,  phrases  or  clauses;  determine  grammatical  con- 
struction; fix  antecedents  of  pronouns;  supply  ellipses;  watch  quota- 
tion marks;  substitute  a  synonym  for  a  word  that  is  not  clear;  use 
prose  diction  for  poetic  diction,  substitute  concrete  expressions  for 
abstract  or  vice  versa;  explain  figures,  comparisons  and  suggestiveness. 
(See  Long  for  suggestiveness.     Consult  Clippinger  on  figures.) 

STUDYING  A  CLASSIC 

More  definite  outlines  for  the  study  of  specific  types  are  given,  but 
there  are  certain  fixed  principles  discernible  in  any  literature.  The 
pupil  should  be  trained  to  know  these  constant  elements  and  to  look  for 
them.  The  inductive  method  of  developing  such  principles  is  most 
desirable.  Let  the  pupil  discover  them.  The  following  list  is  merely 
suggestive  of  what  may  be  a  beginning  for  the  teacher: 
I.  The  theme,  or  problem,  or  underlying  truth. 
II.  The  method  of  developing  or  presenting  the  theme. 

III.  The  ethical  lesson  or  ideal. 

IV.  The  character  element:  real  or  ideal,  true  to  life  or  improbable. 


ENGLISH  31 


V.  Wholesomeness : 

A.  In  thou.Cfht  that  it  prompts  through  its  philosophy  and  sentiment. 

B.  In  ideals  that  it  presents. 

C.  In  emotions  that  it  arouses. 
VI.  The  artistic  presentation: 

A.  Beauty  of  thought. 

B.  Beauty  of  style. 

VII.  The  fundamental  purpose  of  the  author — to  entertain,  to  instruct, 
to  provoke  to  action,  etc. 

Poetry 

Steps  in  Interpretation 

I.  The  most  effective  form  of  presentation  is  oral  reading.  If  the 
poem  be  short  the  teacher  should  read  it  in  entirety;  if  long,  a 
general  discussion  should  be  given  with  oral  reading  of  certain 
salient  units. 
II.  The  teacher  should  then  organize  the  assignments  for  the  poem  so 
that  each  day's  work  is  a  part  of  an  organized  plan  which  the  pupil 
can  see.  Purpose  should  be  given  to  each  task  assigned.  The  order 
of  work  should  be: 

A.  Interpretation  of  subject  matter.  Analysis  should  be  used,  not  as 
an  end,  but  as  a  means  to  understanding. 

B.  Appreciation  of  form,  which  should  include  beauty  of  expression 
through  movement  and  imagery,  with  an  understanding  of  rhythm 
and  figures  of  speech. 

C.  Memorize  the  best  units,  which  in  lyrics  and  shorter  poems  should 
mean  entire  poem;  in  longer  poems  those  units  that  are  most 
worthy.  As  soon  as  pupils  can  be  taught  discrimination  they 
should  be  allowed  to  determine  what  passages  they  commit. 

Outline  for  Studying 

It  is  better  to  give  a  general  outline  to  which  the  pupil  can  make 
frequent  reference  than  to  give  a  detailed  and  too  suggestive  outline  for 
each  poem.  Even  in  the  use  of  a  general  outline,  however,  great  care 
should  be  taken  to  see  that  the  work  does  not  become  stereotyped.  It  is 
desirable  that  interpretative  work  should  vary  with  the  material  in 
hand,  but  it  is  also  highly  necessary  that  the  plan  of  work  be  fixed.  Train 
pupils  in  method  so  that  when  once  an  assignment  is  made  they  know 
exactly  how  to  proceed. 

Elementary  Classes 

1.  In  a  brief  quotation  or  originul  statement  give  the  central  theme  of 
the  poem. 

2.  Outline  the  thought  of  the  poem  in  such  a  way  as  to  show  how  the 
poet  has  developed  his  theme. 

3.  What  is  the  dominant  mood  of  the  poem — reverie,  pathos,  exaltation, 
mystery,  patriotism,  romance,  humor,  tenderness,  etc.?  By  what  es- 
pecially suggestive,  musical,  or  poetic  words  has  the  author  built  up 
his  effects? 


32  COURSE  OF  STUDY 


4.  What,  to  you,  gives  the  chief  value  or  interest  to  the  poem — the  story, 
the  characters,  the  scenes,  the  emotional  qualities,  the  spiritual  mes- 
sage, or  the  beauty  or  originality  of  the  verse? 

5.  Quote  a  very  few  lines  that  seem  to  you  to  carry  the  deepest  poetic 
charm. 

Or  picture  one  of  the  scenes  most  vividly  impressed  upon  your  mind. 

6.  Who  is  the  author?  When  and  where  did  he  live?  Relate  one  con- 
spicuous fact  about  his  life. 

7.  In  what  respects  has  this  poem  helped  you  to  a  better  appreciation  of 
nature,  a  better  understanding  of  people's  motives  and  aspirations,  and 
a  keener  desire  to  know  the  limitations  and  the  possibilities  of  human 
character — its  shortcomings,  its  love  of  beauty,  its  spirit  of  sacrifice, 
its  devotion  to  an  ideal? 

8.  If  the  poem  is  narrative,  answer  also  questions  2,  3  and  4  on  fiction 

Advanced  Classes 
Content: 

1.    What  is  the  central  idea?   Are  there  subthoughts  of  importance? 
II.    Is  the  central  idea  of  wide  and  lasting  appeal,  or  of  merely  tempo- 
rary interest? 

III.  What  is  the  characteristic  mood  of  the  poem? 

A.  Is  it  intellectual  or  emotional  in  its  appeal? 

B.  Is  it  a  transitory  mood  or  a  deep-seated  emotion? 

IV.  What  is  the  nature  of  the  philosophy  of  life  expressed? 

A.  Is  it  optimistic  or  pessimistic? 

B.  Is  it  consti'uctive  or  destructive? 

1.  Does  it  apply  to  world  progress? 

2.  Does  it  apply  to  personal  development? 
V.    Is  the  thought  didactic  or  artistic  in  content? 

For  771 : 

I.    What  striking  characteristics  do  you  find  in  style? 

A.  In  choice  of  words? 

B.  In  choice  of  figures? 

C.  In  meter  or  movement? 

Types  of  Poetry 
I.    Narrative : 

A.  Kinds: 

1.  Epic. 

2.  Metrical  tale. 

3.  Metrical   romance. 

4.  Ballad  (see  Lyric). 

B.  Characteristics: 

1.  General : 

a.  Objective  as   opposed   to   the   subjective   quality  of  lyric 
poetry. 

b.  Verse  and  phraseology. 

2.  Special: 
a.    Plot: 

1.  Kind    of    action — real,    legendary,    possible,    probable, 
supernatural? 

2.  How  presented — climax,  especially  scenes  of  dramatic 
intensity? 


ENGLISH 33 

b.  Setting : 

1.  Kind — real,  imaginary,  historic? 

2.  How   presented — action,   conversation,  descriptions? 

c.  Characters : 

1.  Kind— real,   ideal,   individual,   type,   supernatural    (in 
epic)  ? 

2.  How  presented — action,  conversation,  descriptions? 

11.    Lyric: 

A.  Kinds: 

1.  Song — simple  emotion. 

2.  Sonnet — A  single  condensed  unified  thought  or  emotion.  Only 
main  thought  is  presented,  with  general  idea,  in  first  quat- 
rain, particular  in  second  quatrain,  and  application  in  sestet. 
Always  fourteen  lines. 

3.  Ode — "Any  strain  of  enthusiastic  and  exalted  lyrical  verse, 
directed  to  a  fixed  purpose  and  dealing  progessively  vdth  one 
dignified  theme." 

4.  Ballad — The  ballad,  though  essentially  narrative,  often  has  a 
lyrical  quality,  i.  e..  Wordsworth's  Lyrical  Ballads;  moreover 
the  ballad  is  often  designed  to  be  sung. 

B.  Characteristics: 

1.  Subjective. 

2.  Emotional. 

3.  Universally  human. 

4.  Strong  in  imagery  and  suggestion. 

5.  Harmony  in  content  and  form. 

OUTLINE  FOR  STUDYING  FICTION  AND  DRAMA 
Methods  of  Teaching 

(Quoted  from  Report  of  Committee  on  Reorganization  of  English  in 
Secondary   Scliools. ) 

"In  studying  prose  fiction,  discrimination  should  be  made  between 
the  rapidly  moving  tale,  like  'Treasure  Island,'  that  one  sits  up  half  the 
night  to  finish,  and  the  leisurely  book  like  'Cranford'  or  'Vanity  Fair,' 
that  is  good  to  live  in  for  a  time.  When  an  author  has  used  every  effort 
to  eliminate  the  unessential,  to  secure  unity,  suspense,  quick  movement,  it 
is  contrary  to  a  real  understanding  of  a  book  to  potter  over  it  for  a 
month  or  two.  Unless,  therefore,  the  novels  chosen  are  very  long  or 
discursive,  or  lend  themselves  to  much  vital  discussion  of  conduct  and 
motive,  pupils  should  be  taught  to  read  them  in  about  the  way  people 
actually  do  read  novels;  that  is,  swiftly  and  briefly  for  the  interest  of 
the  plot  and  outcome.  This  is  particularly  important  in  the  early  high 
school  years. 

"The  method  of  reading  plays  should  be  sharply  differentiated  from 
that  of  reading  novels.  Pupils  should  be  trained  in  the  difficult  intel- 
lectual exercise  of  visualizing  the  play  as  an  acted  thing,  or  holding  the 
various  characters  visually  before  the  imagination.  There  may  be 
legitimate  use  for  motion  pictures  here  in  getting  the  habit  started.  A 
verbal  setting  of  scenes,  dressing  and  placing  of  characters,  imagining 
Of  gestures,  facial  expression,  and  tone  of  voice  will  also  help  to  make 

Sig.  2 


34  COURSE  OF  STUDY 


the  characters  and  scenes  real.  Reading  in  parts,  classroom  presenta- 
tion of  scenes,  or  the  production  of  simple  plays  like  Lady  Gregory's 
should  also  vivify  and  vitalize  the  work." 

Outline 

1.  State  in  a  paragraph  the  subject  of  this  book. 

2.  Is  it  chiefly  interesting  because  of  its  plot  (dramatic  action),  its 
characters,  its  setting  (time,  place,  scenery,  etc.),  its  civic  or  social 
message,  or  its  style?     Explain. 

3.  Is  the  book  convincing;  that  is,  does  it  impress  you  as  having  reality, 
as  dealing  with  actual  people,  and  actual  human  conditions,  or  is  it 
purely  fanciful,  merely  entertaining,  or  essentially  unreal? 

4.  What  to  you  is  the  most  interesting  feature  about  the  plot?  About 
the  characters?     About  the  spiritual  or  ethical  message  of  the  book? 

5.  Tell  to  the  class  or  write  out  from  memory  one  of  the  most  interesting 
situations,  making  its  point  vivid. 

6.  Give  a  word  picture  of  one  of  the  principal  characters,  so  that  the 
class  will  recognize  the  humor,  arrogance,  intolerance,  kindliness, 
pliability,  or  other  traits  that  may  prevail  as  the  author  portrays  him. 

7.  How  does  this  book  compare  with  some  other  book  you  have  read  by 
this  author  or  by  some  other  authors? 

Outline  for  Special  Study  of  Drama 

1.  What  is  the  theme  or  underlying  idea  of  the  drama? 

2.  What  events,  important  to  the  play,  have  occurred  before  the  curtain 
rises? 

3.  What  is  the  essential  conflict  of  the  drama? 

4.  Show  how  the  dialogue  creates  atmosphere,  accomplishes  characteriza- 
tion of  important  persons  in  the  play,  and  advances  the  plot. 

5.  Show  how  the  action  rises  to  its  climax  from  the  incentive  moment, 
and  at  what  point  the  resolution  of  the  plot  (disentanglement)  com- 
mences. 

6.  Is  the  outcome  of  the  play  convincing,  or  do  you  feel  that  it  is  forced 
and  unnatural? 

7.  Vizualize  the  more  important  scenes  and  plan  stage  setting,  position 
of  characters,  actions,  etc. 

PLOT  IN  FICTION  AND  DRAMA 

In  connection  with  the  study  of  fiction  and  drama  the  teacher  may 
find  it  convenient  to  discuss  plot  as  an  element  of  suspense  in  stories  and 
plays.    Following  is  a  summary  of  the  essentials: 

A.  Definition: 

Plot  is  the  element  of  suspense  in  a  story  comprising  a  complication  of 
incidents  that  are  graphically  unfolded,  often   by  unexpected  means. 

K.  Characteristics  : 

1.  a.    Plot  must  be  natural. 

b.    Plot  must  be  such  as  springs  from  the  subject. 

2.  a.    Conclusion  must  be  probable. 

b.    Conclusion  must  be  a   consequence  of   all   that  went  before. 


ENGLISH  35 


C.  Elements  of  Plot: 

1.  Chiefly  mechanical  or  physical: 

a.  Mistaken    (or  unknown)    identity;   e.   g.,  Rosalind  in  As  You 
Like  It;  Viola  in  Twelfth  Night;  Eppie  in  Silas  Marner. 

b.  Striking  resemblance;   e.  g.,  Carton  and  Darney  in  Tale  of  Two 
Cities;    Prince  and  the  Pauper. 

c.  Lost  document,  letter,  treasure,  or  person.     The  Purloined  Let- 
ter;   Treasure  Island,  etc. 

2.  Chiefly  psychological : 

a.  Effort  to  reach  a  goal   (may  be  largely  or  partly  mechanical)  ; 
e.  g..  Treasure  Island;    The  Other  Wise  Man. 

b.  Growth  in  character;    e.  g.,  Romola;    Scarlet  Letter. 

c.  Spirit  of  revenge;    e.  g.,  Cask  of  Amontillado;    Othello. 

d.  Power  of  one  mind  or  person  over  another;    or  power  of  man 
over  environment;    e.  g.,  Robinson  Crusoe. 

e.  Combination  of  mechanical  and  psychological  elements  common. 

OUTLINE  FOR  STUDYING  BIOGRAPHY 

1.  Pick  out  four  of  the  most  significant  life-events  of  the  subject  of  this 
biography,  and  show  how  they  helped  to  determine  his  career  or  how 
they  affected  his  age. 

2.  Give  the  time  and  place  of  his  career. 

3.  What  position  did  he  occupy  in  society?  How  did  he  serve  his 
fellow  men? 

4.  What  was  his  life  work?   Hew  much  did  he  achieve  in  it? 

5.  Trace  some  of  the  principal  causes  of  success  or  failure  in  his  life 
work.  Note  how  the  experiences  and  influences  of  his  youth  affected 
his  later  life.  Note  also  what  he  owed  to  heredity,  to  his  friends,  to 
his  own  peculiar  talents,  to  education. 

6.  What  were  his  principal  incentives  in  life?  (Ambition,  desire  to  help 
others,  zeal  for  reform,  etc.) 

7.  If  this  is  an  autobiography,  point  out  some  of  the  things  that  no  one 
but  the  writer  could  knov/. 

8.  If  it  is  not  an  autobiography,  tell  whether  the  writer  is  fair  or  prej- 
udiced in  handling  the  subject.  (Is  the  story  altogether  eulogistic,  ad- 
mitting no  faults,  or,  on  the  other  hand,  is  it  bitter  in  its  attack  on 
shortcomings?)  In  other  words,  how  much  of  the  interpretation  of 
this  life  depends  on  the  viewpoint  of  the  author? 

OUTLINE  FOR  STUDYING  THE  ESSAY 

(See  also  III  under  English  6,  Composition,  Outline  by  Terms.) 
The  essay,  like  lyric  poetry,  is  an  expression  of  the  author's  personal 
attitude.  Its  chief  characteristics  are  simplicity,  directness,  and  infor- 
mality. Reading  for  pleasure  should  be  especially  stressed  in  the  study 
of  the  essay.  As  in  the  drama,  the  first  reading  should  be  rapid  for  the 
gaining  of  the  author's  mood,  purpose,  and  general  idea.  The  second 
i-eading  should  be  more  careful  for  mastering  the  idea.  The  next  step  in 
the  study  should  include  a  study  from  the  art  standpoint  to  determine 
the  author  or  method  and  his  revelation  of  himself. 

1.  Give  briefly  the  subject  or  central  theme  of  the  essay. 

2.  State  or  outline  the  main  divisions  of  thought  in  the  essay. 


36  COURSE  OF  STUDY 


3.  Is  the  composition  a  learned  treatise  formally  presented,  or  an  in- 
formal, easy  expression  of  personal  opinion  and  individual  reflection? 
In  the  formal  essay  note  how  much  more  firmly  knit  is  the  plan  and 
make  your  outline  in  detail  to  show  the  logical  development  of  the 
thought. 

4.  Does  the  author  arouse  your  emotions,  stimulate  your  thought,  please 
your  taste,  or  energize  your  will?  Distinguish  instances  of  such 
appeals  in  different  parts  of  the  essay. 

5.  Quote  one  or  more  of  the  most  remai'kable  passages. 

6.  In  what  way  does  the  essay  help  you  to  feel  acquainted  with  the  author? 

7.  Who  is  the  author?  When  and  where  did  he  live?  Relate  one  con- 
spicuous fact  about  his  life. 

8.  How  does  this  essay  help  you  to  a  better  understanding  of  yourself 
or  of  some  problem  that  is  vital  to  you? 

"The  treatments  of  the  essay  should  vary  with  the  type.  The  study 
of  personal  essays  should  be  very  informal — largely  the  picking  out  of 
good  bits,  the  learning  of  quotable  sayings,  the  finding  of  sidelights  on 
life  and  character.  The  study  of  the  heavier  ethical  essay  should  be 
analytical,  closely  reasoned,  and  should  lead  to  the  expression  of  care- 
fully weighed  and  tested  opinion  on  the  part  of  the  pupil.  A  similar 
treatment  should  be  given  the  public  speech." — Committee  on  Reorganiza- 
tion of  English  in  Secondary  Schools. 

LITERARY  HISTORY 

"Incidental  information  germane  to  the  matter  under  consideration, 
blackboard  outlines  and  summaries,  individual  reports,  reference  reading 
with  definite  purpose — these  should  constitute  the  sum  of  literary  history 
for  the  majority  of  high  school  pupils." — Report  of  the  Committee  on 
Reorganization  of  English  in  Secondary  Schools. 


Kinds   of  classroom   studies   that  are  effective  aids   in  varying  and 
enlivening  a  litei'ature  class.     (Abstract  only)  : 

1.  Interpretative  reading,  in  which  the  minds  of  all  are  actively  engaged 
on  the  problem  of  how  the  thought  of  the  writer  can  best  be  ex- 
pressed. This  is  the  only  kind  of  reading  aloud  by  students  that  is 
worth  while. 

2.  Discussion,  necessitating  some  personal  reaction,  such  as  the  forma- 
tion of  opinions  on  what  has  been  read. 

3.  The  sharing  of  information  (resulting  from  library  work,  etc.)  that 
throws  light  on  the  book  being  studied. 

4.  Reports  on  supplementary  reading,  such  as  advertise  to  the  class  the 
book  read. 

5.  An  "open  book"  exercise,  with  definite  directions  from  the  teacher  to 
read  to  oneself  with  a  view  to  answ(;ring  a  specific  question. 

6.  Memorizing.     This  should  be  definite  and  regular. 

7.  Dramatizing. 

8.  Home  reading.  This  is  very  important  because  it  is  what  the  school 
is  trying  to  ti'ain  young  people  to  do. 

— From  the  report  of  the  Committee  on  Reorganization  of 
English  in  Secondary  Schools. 


ENGLISH 37 

A  LIST  OF  BOOKS  FOR  THE  TEACHER  OF  LITERATURE 

What  Literature  Can  Do  for  Me,  Alphonso  C.  Smith. 

The  Enjoyment  of  Poetry,   Max  Eastman. 

Greatness  in  Literature,   Trent. 

Counsel  Upon   Reading  Books,  Van  Dyke. 

Books,  Culture,  and  Character,  Larned. 

Typical  Forms  of  English  Literature,  Upham. 

Introduction   to  Poetry,  Alden. 

A  Study  of  Prose  Fiction,   Bliss  Perry.   Fiction,   Bliss  Perry. 

A  Study  of  the  Drama,  Brander  Mathews. 

Stories  of  Authors,  Chubb. 

Yesterdays  With   Authors,    Field. 

Fifty  English  Poems,   Hix. 

Great  Poems  Interpreted,  Barbe. 

Talks  on  the  Study  of  Literature,  Arlo  Bateg. 

Talks  on  the  Teaching  of  Literature,  Arlo  Bates. 

Teaching  Poetry  in  the  High  School,  Fairchild. 

The  Teaching  of  Literature  in   the   Elementary  Grades  and  High  School,   Emma 

Bolenius. 
Teaching  Literature  in  the  Secondary  Schools,  Charles  Swain  Thomas. 
Studies  in  Stage  Craft,  Clayton  Hamilton. 
History  of  the  English  Novel,   Saintsbury. 
The  English  Journal. 

Shakespeare — 

Shakespearean  Tragedy,  Bradley. 
Ten  Shakespeare  Plays,  Brooks. 
Introduction   to    Shakespeare,    Carson. 

Tennyson — 

The  Meaning  of  the  Idylls,  Pallen. 

Tennyson,  His  Art  and  Relation   to  Modern  Life,   Stopford  Brooks. 

Through  England  With  Tennyson,    Huckel. 

The   Reading  of  Tennyson,    Phelps. 

English   Classics    (Ginn   &   Company). 


LIST  OF  BOOKS  FOR  OUTSIDE  READING 

An  effort  has  been  made  to  coordinate  the  lists  for  outside  reading 
in  the  hieh  school  with  those  recommended  for  seventh  and  eighth  grades 
in  the  elementary  course  of  study.  Since  it  is  assumed  for  purposes  of 
this  course  that  the  seventh  and  eighth  grade  lists  have  been  at  least 
partly  covered  before  the  pupil  enters  the  ninth  grade,  titles  that  ap- 
peared there  have  not  been  repeated  here.  This  fact,  however,  need  not 
prevent  students  who  are  unfamiliar  with  any  of  the  books  assigned  for 
the  preceding  grade  from  substitviting  these,  with  the  approval  of  their 
teacher,  for  the  books  of  the  high  school  list.  Books  have  been  graded 
as  nearly  as  seemed  possible  according  to  the  interests  of  pupils  and 
their  ability  to  appreciate  literature  at  given  stages  of  development. 

The  rating  of  books  has  been  based  on  a  requirement  of  twenty  points 
each  semester,  ten  points  in  fiction  and  ten  points  in  nonfiction.  Both 
the  rating  and  the  requirement  should,  however,  be  regarded  as  suggestive 
only,  since  circumstances  may  modify  what  can  be  required  of  a  certain 
group  under  given  conditions.  The  weighting  of  individual  books  which 
a  teacher  wishes  especially  to  emphasize  at  a  particular  stage  of  the  work 
must  lie  with  the  teacher  and  be  subject  to  her  modifications.  The 
general  principle,  nevertheless,  holds  that  the  more  worthy  books  and 
those  more  difficult  of  approach  should  receive  the  highest  rating  on 
any  list. 


9to^l 


38  COURSE  OF  STUDY 


READING  LIST  FOR  THE  NINTH  GRADE— FICTION 

Total  of  ten  points  recommended. 

Points 
Aldrich — Marjorie  Daw  and  other  short  stories  5 

Story  of  a  Bad  Boy  3 

Austin — Betty    Alden    5 

Ashman — Isabel    Carlton's    Year    2 

Bacheller — Eben    Holden    3 

Bennet — Barnaby  Lee   (Pirates)    4 

Master    Skylark    4 

Bullen — Cruise  of  the  Cacholot  4 

Cailierwood — Story  of  Tonty   (Romance  of  French  Exploration)....  5 

Craik — John  Halifax,  Gentleman 8 

Crane — Red   Badge   of  Courage   4 

Collins — Wireless  Man   5 

Clemens — Double-barrelled   Detective   Story   3 

Pudd'nhead    Wilson    4 

Prince  and   Pauper   5 

Connor — The   Sky    Pilot 3 

The  Man  From  Glengary  3 

Davis — Friend  of  Caesar  5 

Victor   of   Salamis   5 

Davis,   R.   H. — The   Bar   Sinister   1 

Dickens — Oliver   Twist   10 

David    Copperfield    10 

Dumas — Count  of  Monte  Cristo  8 

Ebers — Egyptian    Princess    8 

Uarda   8 

Ford — Janice  Meredith  3 

French — Lance  of  Knana  4 

Hudson — Far  Away  and  Long  Ago   (Childhood  in  South  America)    6 

Hughes — Tom   Brown  at  Oxford  7 

Jackson — Ramona    6 

Kipling — Captains    Courageous    4 

Liljencrantz — The  Thrall  of  Lief  the  Lucky  5 

Mason — Tom   Strong  5 

Muir — Stickeen    2 

Marryat — Masterman    Ready    5 

Ollivant — Bob,   Son   of  Battle  3 

Porter — Scottish     Chiefs     6 

Pyle — Otto  of  the   Silver  Hand  4 

Jack   Ballister's   Fortune   4 

Schultz— Story  of  Collette  5 

Scott — Ivanhoe    10 

Talisman     10 

Quentin    Durward    10- 

Stevenson — Kidnapped    8 

Smith,    F.    H. — Tom   Cogan    3 

Verne — The    Mysterious    Island    5 

Twenty  Thousand  Leagues  Under  the  Sea  5 

Tour  of  the  World  in  Eighty  Days  5 

Vachel — The  Hill   (A  romance  of  friendship)   5 

"Westcott — David   Harum   3 

White — The    Blazed   Trail   4 

AVidter — The    Virginian    4 

NINTH  GRADE— NONFICTION 
Total  of  ten  points  recommended. 

BlOGRAPHT 

Antin — The   Promised   Land    8 

Bok — Americanization  of  Edward  Bok  6 

Bacon — The   Boy's   Drake   5 

Gates — Biography    of   Prairie    Girl    4 

Keller — Story    of    My    Life    7 

Meadowcroft — Life   of   Edison   5 


ENGLISH  39 


Points 

Moses,  Belle — Louisa  May  Alcott  5 

Muir — Story  of  My  Boyhood  and  Youth  6 

Rolfe — Shakespeare   the    Boy   8 

Washington — Up  From  Slavery  6 

Miscellaneous 

Burroughs — Afoot   and   Afloat   3 

Custer — Boots    and    Saddles    5 

Demetrios — When  I  Was  a  Boy  in  Greece  4 

Dillon — The  Lure  of  the  Labrador  Wild  5 

Duncan — Doctor    Grenfell's    Parish    5 

Guerber — Myths  of  Northern   Lands  6 

Smith,  F.  H.— A  White  Umbrella  in  Mexico  4 

Thayer — Stories  of  Great  Musicians  3 

Tappan — Wlien    Knights   Were    Bold   6 

Van   Loon — Story  of  Mankind   8 

Eastman — Indian    Boyhood   5 

Nicolay — Boy's  Life  of  Lincoln  5 

Davis  &  Getchell — Stories  of  the  Day's  Work  4 

TENTH  GRADE — FICTION 
Total  of  ten  points  recommended. 

Bangs — Houseboat  on  the  Styx  3 

Barrie — Sentimental   Tommie   6 

Little    Minister     6 

Bennet — Buried    Alive    5 

Blackmore — Lorna   Doone    10 

Bronte — Jane    Eyre    5 

Cabell — Chivalry    6 

Clemens — Innocents   Abroad   6 

Connecticut  Yankee  at  King  Arthur's  Court  5 

Churchill — Coniston  5 

Richard    Carvel    5 

The  Crossing  5 

Collins — The    Moonstone    3 

Conelly — Out  of  Gloucester  6 

Davis,   R.   II. — Soldiers  of  Fortune  3 

Deland — Old  Chester  Tales  4 

Dickens — Nicholas    Nickleby    10 

Our  Mutual    Friend  10 

Doyle — The   White   Company    6 

Micah    Clarke    6 

Adventures   of   Sherlock   Holmes   5 

Dumas — The    Three    Musketeers    8 

Twenty  Years   After 8 

Viscount  De  Bragelonne  8 

Eggleston — Hoosier   Schoolmaster   4 

Eliot — Silas    Marner    5 

Gaskell — Cranford    - 4 

Glasgow — The    Battle    Ground    5 

Gras — The  Reds   of  the   Midi   4 

Haggard — King    Solomon's   Mines    - 5 

Hawthorne — Mosses  From   An   Old  Manse   8 

Hope.    A. — Prisoner   of   Zcnda    4 

Howells — Rise  of   Silas   Lapham   8 

Hugo — Les   Miserables    15 

or  Jean  Valjean,  Ginn  &  Co.'s  abridged  edition  10 

Jerome — Three  Men  In  a  Boat  3 

Johnson — Stover  at   Yale  3 

Johnston — To  Have  and  to  Hold  4 

The   Long   Roll   6 

Kipling — The    Day's    Work    6 

Plain   Tales   From   the   Hills  6 

Light    That    Failed    6 

London — Martin    Eden    3 


40  COURSE  OF  STUDY 


Points 

Lever — Charles  O'Malley   8 

Lytton — Last  Days  of   Pompeii   : 10 

Harold,  Last  of  the  Saxon  Kings  10 

Liljencrantz — Ward   of   King  Canute 4 

McDonald — St.   George  and  St.  Michael  8 

Materlinck — Our   Friend   the   Dog  2 

Mitchell — Hugh    Wynne    6 

The   Adventures   of   Francois   4 

Norris — The  Pit   6 

Page^Red    Rock    5 

Reade — Cloister    and    Hearth    8 

Scott — Any    Novel    8 

Stevenson — Master   of    Ballantrae   5 

David    Balfour    6 

The    Wreckers    _ 6 

Black    Arrow    3 

New   Arabian   Nights    6 

Stockton — Rudder    Grange    4 

The   Lady  or  the   Tiger   4 

Tarkington — Gentleman   From    Indiana   4 

Monsieur    Beaucaire    3 

The  Man   Prom   Home   2 

Tolstoi — Wiiere  Love  Is  There  Is  God  Also  (from  Master  and  Man)....    2 
How  Much  Land  Doth  a  Man  Require  (from  Master  and  Man)    2 

Wallace — Ben    Hur    12 

White — The  Land  of  Footprints   6 

Weyman — Gentleman  of  France  5 

Yonge — Caged    Lion    5 


TENTH  GRADE — NONFICTION 

Total  of  ten  points  recommended. 
Biography 

Addams — Twenty   Years  at   Hull   House   10 

Howells — My   Mark   Twain   6 

Keller — World  I  Live  In  7 

Lang — The  Maid  of  France  6 

Overton — Life   of   Stevenson   6 

Paine — Mark  Twain    (Vol.  I)   6 

Riis- — Theodore   Roosevelt,    Citizen    6 

Roosevelt  Autobiography  6 

Steiner — From  Alien   to   Citizen   6 

Miscellaneous 

Bullfincli — Age   of   Chivalry    8 

Hearn — Glimpses  of  Unfamiliar  Japan   7 

Peary — Nearest  to  tlio  Pole  6 

Repplier — Our    Convent    Days    5 

Sharpe — Where  Rolls  the  Oregon   4 

Stanley — How  I  Found  Livingstone  6 


ELEVENTH  GRADE— FICTION 
Total  of  ten  points  recommended. 

More  emphasis  should  be  placed  upon  the  heavier  standard 
works  during  the  last  two  years  of  high  school.  Pupils  sliould  feel 
the  responsibility  that  comes  witli  growing  maturity  and  compre- 
hension, to  read  the  fiction  more  vahiatalo  tliough  less  easy  of 
approach. 

Allen — The  Reign  of  Law  4 

Atherton — The    Conqueror 5 

Austin — Pride   and   Prejudice   6 

Sense  and  Sensibility  6 


ENGLISH  41 


Points 

Black — Judith    Shakespeare    6 

Barrie — A  Window   in   Thrums   6 

Chesterton — Innocence  of  Father  Brown  5 

Cody — Greatest    Short    Stories    6 

Conrad — Lord    Jinn    — --   6 

The    Typhoon    6 

Dickens — Any    Novel    .' 8 

Eliot — Mill   on   the  Floss  10 

Middlemarch    10 

Farnol — Broad    Hishway   5 

Amateur    Gentleman    —   5 

Freeman — The  Portion  of  Labor  5 

Garland — Main  Traveled  Roads  5 

Goldsmith — Vicar  of  Wakefield  4 

Hawtliorne — Marble   Faun   8 

Hardy — Far  From  the  Madding  Crowd  6 

Ho  wells — Modern    Instance    7 

Hugo — Toilers  of  the  Sea  10 

Kingsley — Hypatia     10 

Kipling — Kim    6 

Traffics  and   Discoveries  6 

Soldiers    Three    6 

Kelly — Little    Citizens    6 

Locke — Septimus    4 

Norris — The    Octopus    5 

Parker — Seats  of  the  Mighty  6 

Sienkiewicz — Quo    Vadis    10 

Stevenson — Dr.  Jekyll  and  Mr.  Hyde  4 

Scott — Any    Novel    8 

Thackeray — Henry    Esmond    10 

The    Virginians    12 

The    Newcomes    12 

Wallace — Fair   God   10 

ELEVENTH  GRADE — NONFICTION 

Total  of  ten  points  recommended. 

Atkinson — Electricity  for  Everybody  6 

Barrie— Margaret  Ogilvy 8 

Bennett — How  to  Live  on  Twenty-four  Hours  a  Day  4 

Your  United  States  5 

Bucher — Practical  Wireless  Telegraphy  6 

Burroughs — Fresh    Fields    5 

Burton — Literary   Leaders    of   America    5 

Clarke — Treasury  of  War  Poetry  8 

Cody — Best   Englisli   Essays  6 

Hubbard — Little  Journeys  to  Homes  of  Great  Men  6 

Parton — Captains   of   Industry   6 

Palmer — Life  of  Alice  Freeman   Palmer   8 

Roosevelt — Winning  of  the  West — per  volume  7 

DRAMAS    FOR   ELEVENTH    AND    TWELFTH    GRADES 

Total  of  ten  points  recommended. 

Barrie — Quality    Street 3 

Beau    Brummel    3 

Alice    Sit-by-the-Fire    3      / 

Bennett— What  the    Public   Wants   3 

Milestones    3 

Baker — Return  of  Peter  Grimm  2 

Brown — Every  woman    2 

Galsworthy — Justico  ;    Strife  ;   The   Pigeon,   each  2 

Goldsmith — She  Sto«ps  to  Conquer  3 

Gregory,  Lady — Seven  Short  Plays  7 

Dunsany — Five    Plays    5 


42  COURSE  OF  STUDY 


Points 

Kennedy — The  Servant  in  the  House  2 

Knoblauch — Kismet     2 

Houseman   and   Barker — Prunella   2 

Materlinck — Blue    Bird    3 

Mackaye — Immigrants    3 

The   Scarecrow   ., 3 

Jean    D'Arc   3 

The  Cantebury  Pilgrims  4 

Mater    2 

Ibsen — The  Doll's  House   3 

Noyes — Drake  ;    Sherwood,    each    3 

Peabody — The   Piper  ;  The  Wolf  of  Gubbio,   each  3 

Phillips — Ulysses  ;   Herod,   each   3 

Pinero — Sweet    Lavender 3 

Rostand — Cyrano    de    Bergerac    3 

L'Aiglon    3 

Sheridan — Rivals  ;   School   for  Scandal,   each  3 

Sheldon — The  Nigger  ;    Garden   of  Paradise  3 

Sygne — Riders  to  the   Sea  2 

Tarkington — Man    From    Home    2 

Thomas — Arizona     3 

Yeats — The   Land   of   Heart's   Desire   2 

Van  Dyke —The  House  of  Rimmon  3 

Zangwill — Melting    Pot    3 


TWELFTH  GRADE 

Total  of  ten  points  recommended. 

The  reading  of  the  senior  year  in  nonfiction  will  be  determined 
largely  by  requirements  in  other  courses.  Students  should  be  given 
credit  for  such  reading  up  to  the  limit  of  required  credits  in  non- 
fiction. 

Allen — Choir    Invisible    4 

Bennett — Clayhanger    6 

Hilda   Lessways   6 

Black — Princess   of   Thule   3 

Clemens — Joan   of  Arc   6 

Crawford — In  the  Palace  of  the  King  5 

Dickens — Bleak    House    10 

DeMorgan — Joseph    Vance    8 

Alice-for-Short    8 

Eliot — Romola     10 

Adam    Bode   lO' 

Hardy — Tess  of  the  D'Urbervilles  6 

Howells — Hazard  of  New  Fortunes  7 

Hawthorne — Scarlet  Letter  7 

Hugo — Ninety-three     8 

Lane — Nancy   Stair   3 

Lytton — Last   of   the   Barons   10 

McDonald — Sir    Gibbie    8 

Reade — Put   ^'ourself  in  His  Place  8 

Scott — Heart  of  Midlotliian  ;   Old  Mortality,  each  10 

Thackeray — Vanity  Fair  ;  Pendennis,  each  12 

Trollope — Barchester    Towers    10 

MINIMUM    REQUIREMENTS    IN    MEMORIZATION 

For  Freshmen  : 
September — Destruction   of   Sennacherib    (Byron) 
October — Antony's   Funeral    Oration 
November — If,   Kipling 
December — Psalm   10-7 — verses  23-31 
January — Sherwood   Forest    (Noyes) 
February — Prose  selection  from  patriotic  material 


ENGLISH  43 


March — Robin   Hood    (Keats) 

April — Incident  of  French  Camp    (Browning) 

May — Israfel    (Poe) 

For  Sophomores  : 
September — The  Battle  Hymn  of  the  Republic 
October — Flanders  Fields    (McRae) 
November — The   Seven   Ages  of  Man    (Shakespeare) 
December — The  Rendezvous   (Allan  Seeger) 
January — The  Recessional    (Kipling) 
February — The   Highwayman    (Noyes) 
March — To  a  Water  Fowl    (Bryant) 
April — To   Helen    (Poe) 
May — Song  of  Solomon,  Chapter  12 

For  Juniors  : 
September — Of  Studies,   first  two-thirds    (Bacon) 
October — Invictus,    Unconquered    (Henley) 
November — Afton  W^ater    (Burns) 
December — The  Cloud   (Shelley),  two  stanzas 
January — Crossing  the   Bar    (Tennyson) 

February — Elegj-  Written  m  a  Country  Churchyard    (Gray),   14  stanzas 
Marcli — Passages  from  prose  readings 
April — Sir  Patrick  Spens 
May — Ecclesiastes,  Chapter  12 

For  Seniors : 
September — Prologue  to  Chaucer 
October — Ode  to  Autumn 

November — The  Art  of  Acting,   Hamlet,  Act  3,  Scene  2,  forty  lines 
December — To   a   Skylark    (Shelley) 
January — Sonnet  on  his  Blindness   (Milton) 
February — Proverbs,   Chapter   8 
March — A  Man's  a  Man  for  A'  That    (Burns) 
April — The  World   Is  Too   Much  With  Us    (Wordsworth) 
May — Ulysses    (Tennyson) 


44  COURSE  OF  STUDY 


DETAILED  OUTLINE  BY  TERMS 

Englispi  1 

GRAMMAR  AND  SENTENCE  STUDY 

Text :  Ward,   Sentence  and  Theme. 

Punctuation  Leaves.    Pilot  Book    (for  the  teacher) 

Time  required  :    Three-fifths  of  term  or  appro.ximately  ten  weeks. 

Parts  of  Speech — Forms  and  Uses.    Use  diagram.     (See  models.) 

A.  Verbs — Two  weeks  (ten  recitations). 

1.  Regular   and   irregular.      Drill   on    principal    parts,    particu- 
larly of  common  irregular  verbs. 

2.  Transitive  and  intransitive — Ward,  lesson  9. 

3.  Conjugation  of  indicative  mode.     Do  not  emphasize  subjunc- 
tive mode  at  this  time. 

a.  Drill  on  conjugation  of  verb  to  be  and  the  active  voice  of 
a  transitive  verb.  This  will  involve  the  inflections  of  the 
verb — mode,  voice,  tense,  number  and  person. 

b.  Explain  form.ation  of  passive  voice  and  drill  on  passive 
forms. 

4.  Emphasize  singular  subject,  singular  verb  form. 

5.  Develop  verb  sense  by  having  verbs  selected  from  sentences 
and  carefully  analyzed  as  to  form. 

B.  Noitns — Two  weeks   (ten  recitations), 

1.  Classify  as  common,  proper;     concrete,  abstract;    collective 
(takes  singular  verb).     Ward,  lesson  5,  section  24. 

2.  Inflections :     Case,  gender,  number. 

3.  Uses  or  constructions. 

a.  Nominative  case. 

(1)  Subject  of  verb — Ward,  lesson  6. 

(2)  Predicate  nominative — Ward,  lesson  7. 

(3)  Nominative  of  address  and  exclamation — -Ward,  les- 
son 9.     Note  punctuation. 

(4)  Appositive — Ward,  lesson  22.     Note  punctuation. 

b.  Possessive  case. 

(1)  Possessive  modifier — Ward,  lesson  31.  Stress  use  of 
apostrophe. 

c.  Objective  case. 

(1)  Direct  object  of  verb — Ward,  lesson  8. 

(2)  Indirect  object  (never  used  except  with  direct  ob- 
ject)— Ward,  lesson  20. 

(3)  Objective  predicate  (objective  complement) — Ward, 
lesson  20. 

(4)  Adverbial  noun — Ward,  lesson  21,  section  82.  (Omit 
retained  object) . 

(5)  Object  of  preposition  (take  up  with  preposition  and 
phrase). 

(6)  Appositive.  Distinguish  carefully  between  this  use 
and  objective  predicate.  Note  punctuation.  Ward, 
lesson  22,  section  91.  (Omit  subject  of  infinitive  for 
present) . 


ENGLISH  45 


C.  Pronouns — Two  weeks   (ten  recitations). 

1.  Classify  as  personal,  compound  personal,  relative,  adjective 
(demonstrative  and  indefinite) — Ward,  lesson  10,  interroga- 
tive— Ward,  lesson  46. 

2.  Drill  on  forms  or  declension  of  personal,  compound  personal, 
relative  and  interrogative.  Stress  importance  of  case — 
Ward,  lesson  6. 

3.  Inflections:     Case,  gender,  number,  person. 

4.  Uses  or  constructions:  Same  as  for  nouns  though  more  dif- 
ficult on  account  of  change  in  case  forms.  Drill  thoroughly 
on  this  point.  Do  not  emphasize  use  of  relatives  until  later 
when  clauses  are  studied. 

D.  Adjectives — One  week   (five  recitations). 

1.  Classify  as  descriptive,  pronominal  (demonstrative  and  in- 
definite), limiting,  articles — Ward,  lesson  10. 

2.  Inflections:  Comparison.  Drill  on  irregularly  compared  ad- 
jectives.    Emphasize  use  of  comparative  and  superlative. 

3.  Uses. 

a.  Simple  modifier — Ward,  lesson  10,  section  36,  and  lesson 
11.  Note  punctuation  if  adjective  is  placed  after  word 
it  modifies — Ward,  lesson  22,  section  89. 

b.  Predicate  adjective — Ward,  lesson  10,  section  38. 

c.  Objective  predicate — Ward,  lesson  20,  section  80 

E.  Adverbs — One  week   (five  recitations). 

1.  Classify  as  adverbs  of  time,  place,  manner,  degree,  pux-pose. 

2.  Inflection:     Comparison. 

3.  Uses. 

a.  To  modify  verbs,  adjectives  and  adverbs. 

b.  Drill  carefully  on  difference  between  predicate  adjective 
and  adverb  of  manner. 

F.  Preposition  and  Prepositional  Phrase — Ward,  lessons  14,  15,  16, 
17,  18 — One  week   (five  recitations). 

1.    Emphasize  the  formation  of  the  phrase — No  verb. 

G.  Conjtoictions — Three  recitations. 

1.  Classify  as  coordinate  and  subordinate. 

2.  Postpone  detailed  study  until  clauses  and  compound  sentences 
are  taken  up. 

H.  Interjections — Two  recitations. 
II.    Spelling — Assign  with  other  work. 

A.  Ward,  lessons  1  and  2  and  spelling  sections  of  lessons  3,  7,  9,  10, 
12,  14,  15,  17,  21,  22. 

B.  Keep  lists  of  words  misspelled  by  pupils  for  use  in  spelling  drills 
and  tests. 

COMPOSITION 

Written 

Strive  for  a  few  definite  results.  The  Minimum  Essentials  are  of 
first  importance.  Attain  the  accuracy  required  in  those  first.  Supervise 
much  of  the  writing  in  class,  or  hold  conference  hours  with  students. 
Keep  the  English  work  in  contact  with  the  life  of  the  student.  While 
enlisting  present  interests,  lead  to  higher  interests. 


46  COURSE  OF  STUDY 


Make  free  use  of  the  blackboard  in  criticising  themes  before  the  class. 
Cultivate  habits  of  neatness,  accuracy,  and  promptness  in  theme  work. 
One  page  themes  are  preferable.     Emphasize  quality  first. 

Text:    Ward,  Sentence  and  Thome,   theme  suggestions,   Xos.   1-16,   inclusive. 

Reference :  Clippinger,  Written  and  Spoken  English,  Chapter  2 — sections  on 
narration. 

Reference  (Supplementary)  :  Law,  Frederick  H.,  Modern  Short  Stories. 
(Selections  such  as  Gulliver  the  Great,  Moti  Guj,  and  A  Source  of  Irritation  are 
good  illustrations  for  the  outline  for  narration. ) 

THE  WHOLE  COMPOSITION 

Narration  is  the  type  of  discourse  to  be  emphasized  in  English  1  and 
2;  in  connection,  the  other  types  may  be  introduced  informally.  This 
concrete  summary  may  aid  students  to  a  clear  conception  of  the  term: 

I.    Narration  : 

1.  Aim,  to  tell  a  story. 

2.  Key  word,  action. 

3.  Subject  matter,  the  action  of  a  particular  person  or  group  of 
persons  during  a  particular  period  of  time. 

4.  Definition.  Narration  is  that  kind  of  discourse  that  relates 
what  particular  persons  or  things  did  during  a  particular  period 
of  time. 

Developing  the  Composition 
II.    Choosing  Subject  and  Title: 

A.  Subjects — Insist  that  students  choose  subjects: 

1.  Within  the  range  of  their  experiences. 

2.  Interesting  and  worth  while. 

3.  Specific  emough  to  be  treated  in  a  given  space. 

4.  Adapted  to  present  purpose  of  the  course. 

B.  Titles — Train  students  to  select  titles  that  will  aid  in  unifying 
their  themes  because  they  are: 

1.  Clear.  3.    Specific    (as  a  rule). 

2.  Brief.  4.    Entertaining,  but  not  sensational. 
The  title  need  not  be  chosen  until  the  theme  is  completed. 

III.    Gathering  and  Arranging  Material: 

A.  Sources  of  Material: 

1.  The  students'  own  experiences,  thoughts  and  emotions. 

2.  Conversation  and  consultation  with  others. 

3.  R«ading^in  the  library,  the  periodicals,  etc. 

4.  Observation — visiting  people  and  places. 

B.  Assembling  of  Material: 

1.  Use  brief  topic  outline  for  plan.    (e.  g.,  Ward,  Theme  2,  p.  34.) 

2.  Fit  material  to  plan. 

IV.  The  teacher  should  keep  in  mind  from  the  beginning  the  funda- 
mental principles  and  qualities  of  style,  and  correlate  the  special 
detailed  instruction  from  time  to  time  with  those  fundamental 
principles  and  qualities. 

In  dealing  with  those  principles  and  qualities,  avoid  using  terms 
until  the  student  has  a  comprehension  of  the  meaning  of  the  terms. 


ENGLISH  47 


This  understanding  should  be  founded  upon  simple  discussions  in 
untechnical  lanj?uag-e,  with  figures  or  illustrations  combined.  For 
example,  in  connection  with  unity  in  composition — The  trunk  of  an 
oak  tree  is  the  central  idea;  the  branches  and  twigs  and  leaves 
complete  the  tree;  a  fir  branch  does  not  belong  on  an  oak  tree. 

V.    Themes:     Easy  narratives. 

A.  Let    the    assignment,    in    some    instances,    at    least,    involve    a 
"problem  for  solution";    e.  g.,  the  humor  of  past  discomfort. 

B.  The  three  W's:     Where,  when,  who? 

C.  The  fourth  W:     What  happened?     This  is  the  key  to  narration. 

1.  The  events. 

2.  The  climax. 

3.  Both  handled  according  to: 

(a)  Unity — Exclusion  of  nonessentials. 

(b)  Coherence — Arrangement,  construction,  connectives. 

(c)  Emphasis — Use  of  devices  like  dialogue,  suspense. 

D.  The  result. 
VL    Theme  Subjects: 

A.  Suggested  by  the  literature  studied.      (Page  numbers  are  from 
Payne,  American  Literary  Readings.) 

1.  The  Great  Carbuncle,  p.  158. 

(a)  Tell  of  your  ascent  of  some  Oregon  mountain  peak,  and 
in  treating  some  view  that  unfolded  before  your  eyes 
note  if  you  can  not  make  it  more  beautiful  or  impres- 
sive by  studying  Payne,  pages  168-170. 

(b)  Tell  the  story  of  a  person  or  a  group  seeking  for  some- 
thing, and  how  he  or  they  acted  when  it  was  found,  e.  g.. 
Gold,  California,  pioneers.  A  little  girl,  her  playmates, 
a  lost  ring. 

2.  The  Purloined  Letter,  p.  398.  Write  a  brief  narrative  of 
school  life  based  on  the  loss  of  a  report,  a  list  of  examination 
questions,  a  trophy,  or  a  letter. 

3.  The  Cask  of  Amontillado,  p.  390.  Note  that  Montresor,  by 
getting  revenge,  made  himself  a  murderer.  Write  a  story 
of  how  someone  tried  to  "Get  even,"'  and  how  he  himself 
suffered  for  it. 

4.  The  Ambitious  Guest,  p.  149. 

(a)  Narrate  the  succession  of  your  remembered  life  am- 
bitions. 

(b)  To  show  the  simplicity  of  remote  rural  life  introduce  an 
automobile  party  to  a  mountaineer's  cabin. 

(c)  Narrate  your  visit  to  a  hastily  deserted  home,  still  ex- 
actly as  it  was  left  when  the  occupants   abandoned  it. 

(May  be  an  imaginary  picture  of  the  war  zone.) 

5.  The  Last  Leaf,  p.  460. 

(a)  An  incident  showing  how  one's  faith  or  hopelessness 
determined  the  issue  of  a  struggle. 

(b)  An  episode  showing  service  or  devotion  from  an  unex- 
pected source. 


48  COURSE  OF  STUDY 


6.    The  Lady  of  the  Lake. 

Canto  I.    A  story  of  a  hunt. 

II.    An  unexpected  guest  or  an  unexpected  meeting. 

III.  A  quarrel  brewing  between  two  people  and  inter- 
rupted.     (Malcolm  and  Roderick.) 

IV.  Of  a  track  meet  or  tournament  in  which  some  indi- 
vidual or  team  showed  surprising  skill.  (Read  to 
the  class  the  story  of  The  Black  Sluggard,  ch.  12, 
and  of  Locksley,  ch.  13,  Ivanhoe.) 

Assign  from  the  stories  words  to  be  used  in  orginal  sentences 
either  in  the  themes  or  separate  from  them;  make  sure  by 
questioning  that  the  student  understands  the  meaning. 

B.  The  first  four  themes  suggested  in  the  following  list  are  to  be 
based  upon  experience.  They  are  recommended  as  an  introduc- 
tion to  the  use  of  actual  experiences  for  theme  material.  Corre- 
lation of  writing  with  school  and  community  affairs  depends 
upon  the  students'  awareness  that  actual  events  are  interesting. 

1.  Chapter  2,  section  16,  page  60. 

2.  Chapter  2,  section  18,  page  62. 

3.  Chapter  2,  section  22,  page  64. 

4.  Chapter  2,  sections  24,  25,  pages  67-69. 

5.  Chapter  2,  section  28,  page  71. 

6.  Chapter  2,  section  32,  page  74. 

C.  The  themes  suggested  in  Ward's  Sentence  and  Theme — Nos.  1- 
16  incL— afford  excellent  opportunity  for  drill  in  spelling  and 
punctuation.  As  the  subject  matter  is  supplied,  the  student  can 
spend  all  time  and  energy  upon  form.  In  connection  with  these 
themes  have  students  list  variety  of  words  for  such  verbs  as 
said  (exclaimed,  remarked,  etc.)  and  came  (ran,  loitered,  etc.) 
Create  a  consciousness  that  a  variety  of  words  does  exist  and 
may  be  used  to  advantage.     Use  Ward,  lesson  24,  pp.  121-127. 

D.  Near  times  of  elections  or  campaigns  call  for  papers  on  subjects 
appropriate  to  the  occasion.  The  work  need  not  be  original;  it 
will  be  the  result  of  consultation  with  parents  or  older  friends. 
The  aim  is  to  arouse  interest  in  civic  questions. 

E.  Allowing  students  to  choose  their  own  subjects  gives  them  an 
opportunity  for  self-expression,  and  may  aid  the  teacher  in 
determining  their  interests  and  creative  abilities. 

F.  For  Good  English  Week  assign  a  short  story,  the  aim  of  which 
is  to  show  the  advantages  of  using  good  English,  or  how  to  get 
the  habit  of  speaking  correctly,  adventures  of  a  personification 
of  Good  English,  "Alice  in  Blunderland,"  etc.  Before  making 
the  assignment  furnish  information  about  the  movement  and 
create  enthusiasm. 

G.  Correlate  composition  with  the  study  of  paragraph  analysis  by 
writing  lists  of  topic  sentences  for  one  or  two  of  the  stories  read, 
or  for  selections  from  them. 

H.  Correlate  with  the  study  of  grammar  by  assigning  certain 
features  to  be  emphasized  in  the  composition;  e.  g.,  underline 
the  verbs  in  the  theme  and  be  able  to  say  whether  they  are 


ENGLISH  49 


transitive  or  intransitive;  make  use  of  three  appositives  in  a 
theme  and  underline  them.  (Ward's  Themes,  especially,  may 
be  used  in  this  way.)  Use  sentences  from  students'  themes  for 
drill  in  analysis. 

Oral 

Each  student  should  do  work  according  to  one  of  the  following  sug- 
gestions at  least  once  each  week: 

Reference :  Clippinger.  V^^ritten  and  Spoken  English,  Cliapter  XII,  Sections 
15  and  17,  pages  377  and  382;  Chapter  I,  Section  6,  page  7;  Chapter  II,  Sections 
13  and  30,  pages  57  and  73. 

Parliamentary  Practice:  Use  the  sections  indicated  above  from  Clip- 
pinger, Ch.  XII,  and  present  other  features  of  parliamentary  practice  as 
time  and  the  need  of  the  students  demand.  Present  this  purely  as  prac- 
tical work,  emphasizing  the  fact  that  they  need  to  know  these  things  in 
order  to  carry  on  the  work  of  their  class  or  other  organizations.  If 
possible,  be  present  at  such  meetings  to  advise  or  to  make  observations 
for  comment  and  discussion  in  class  on  the  following  day.  Make  the 
students  understand  that  in  connection  with  any  organization  they  will 
have  use  for  this  information. 

Review  of  Classics:  From  time  to  time  review  the  stories  read,  and 
insist  on  complete  statements  in  the  telling.  As  progress  through  The 
Lady  of  the  Lake  is  made  in  reading,  have  students  review  it  either  by 
incident  or  canto. 

Reading:  Have  themes  or  literature  read,  emphasizing  posture  and 
enunciation. 

Memorized  S»ctio7is:  In  recitation  of  memorized  selections  give  atten- 
tion to  meaning— the  students  should  keep  in  mind  the  author's  meaning 
and  aim  to  convey  that  meaning  to  the  class. 

Current  Events:  Assignments:  Assuming  that  the  class  has  not 
seen  the  daily  paper,  tell  them  of  something  in  it  which  interested  you. 

Assume  that  they  were  absent  from  an  assembly,  a  class  meeting,  a 
science  class  laboratory  hour,  and  tell  them  what  happened. 

Stor^j  Telling:  Assignments:  Tell  a  story  of  what  once  happened  to 
you  (or  Clippinger,  Ch.  II,  Sec.  13,  p.  57).  Tell  the  fairy  story  which 
was  your  favorite.  Tell  a  story  as  assigned  in  Clippinger,  Ch.  II,  Sec. 
30,  p.  73.     Tell  a  story  imagining  that  you  are  telling  it  to  a  little  child. 

Eliminate  the  "anduh,"  "andwhy,"  and  "andso"  habits. 

(Except  where  classes  are  small  and  time  permits  easily  do  not 
dramatize.  There  is  danger  of  the  experience  falling  to  a  few  students 
who  are  already  most  capable,  while  the  others  get  only  the  enjoyment 
of  looking  on.) 

LITERATURE 

Text :    Payne,  .American  Literary  Readings,   classics  as  indicated. 

I.    Payne's  Literary  Readings: 


A.  The  Great  Carbuncle,  p.  158. 

B.  The  Purloined  Letter,  p.  398. 

C.  The  Cask  of  Amontillado,  p.  390. 

D.  The  Ambitious  Guest,  p.  149. 


50  COURSE  OF  STUDY 


E.  The  Last  Leaf,  p.  460. 

1.  Read  first  for  the  story. 

2.  Be  able  to  state  the  theme  definitely. 

3.  Show  how  the  theme  is  developed  by  presenting  setting,  inci- 
dents  (plot  or  action),  and  characters. 

4.  Notice    human   quality,    truthfulness    to    life,    and    dramatic 
quality  in  characters. 

n.    Lady  of  the  Lake  or  Lay  of  the  Last  Minstrel: 
Outline  for  Lady  of  the  Lake: 

A.  Theme:     Political  problem. 

B.  Development    of   background,    especially   from    legends    and    de- 
scriptions, of  romantic,  political  and  social  customs. 

C.  Attention    to    descriptions    and    figures,    especially    simile    and 
metaphor. 

D.  References: 

The  Canterbury  Classic  contains  pictures  and  colored  plates 
of  plaids  worn  by  different  clans. 

The  Eclectic  Classic  contains  a  note,  p.  11,  on  relation  between 
James  and  Douglas. 

Peeps  at  Great  Men — Scott — Elizabeth  Grierson^is  a  well  illus- 
trated book. 

The  Fiery  Cross — James  Oxenheim — is  a  book  of  modern  war 
poems.     The  theme  and  title  is  based  on  the  Scottish  legend  of 
the  fiery  cross.     The  frontispiece  illustration  is  suggestive, 
other    books    on    Scotland    are:     Scotland's    Story     (M.    E.    Marshall); 
Bonnie  Scotland    (Griffis)  ;  The  Country  of  Scott    (Olcott). 

III.    Suggestions  for  Further  Class  Reading: 

Lays — Macaulay. 

Treasure  Island — Stevenson. 

The  Promised  Land — Antin. 

(The  books  listed  for  further  class  reading  are  merely  suggestive  of 
that  which  the  teacher  may  use  as  correlative  materials.  They  should 
ill  no  way  exclude  similar  matter  in  which  the  teacher  is  interested, 
nor  do  they  take  the  place  of  the  larger  lists  of  outside  reading.) 

English  2 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Ward,   Sentence  and  Theme. 

Punctuation  Leaves.    Pilot  Book   (for  the  teacher). 

Time  required:    Three-fifths  of  term  or  approximately  ten  weeks. 

I.    Verbals.    Use  diagram  (see  models). 

A.  Participles — Ward,    lessons    23,    26,    27,    28 — One    week     (five 
recitations) . 

1.  Drill   on   forms:    present  and   perfect  active;    present,  past 
and  perfect  passive. 

2.  Use:    always  an  adjective  with  noun  or  pronoun  it  modifies 
clearly  expressed  in  sentence. 

a.  Drill    diligently    on    the    avoidance    of    the    floating    or 
dangling  participle. 


ENGLISH  51 


B.  Gerunds — Ward,  lessons  25  and  34.   One  week  (five  recitations). 

1.  Forms:    same  as  for  participles  except  that  there  is  no  past 
passive. 

2.  Use:    as  nouns.     Do  not  stress  the  usual  uses  in  lesson  34. 

C.  Infinitives — Ward,  lessons  29  and  33  (omit  sections  144  and 
145).  Take  up  lessons  30  and  32  only  as  need  may  arise.  One 
week  (five  recitations) . 

1.    Emphasize   use   of   expletive  with   infinitive.     Ward,   lesson 
29,  section  122. 

D.  The  verbal  (participial,  gerund  or  infinitive)  phrase — verbal 
form  with  its  object  and  modifiers.    One  week  (five  recitations). 

II.    Clauses.    Use  diagram. 

A.  Relative  or  Adjective — Ward,  lessons  38,  39,  40,  42,  43,  44.  Use 
such  parts  of  these  lessons  as  may  be  necessary.  One  week 
(five  recitations). 

1.  Emphasize  restrictive  and  nonrestrictive  idea  with  punctua- 
tion involved. 

2.  Explain  the  adjective  when  and  where  clauses. 

B.  Adverbial  Clauses — Ward,  lessons  50,  51,  52,  53.  Use  such  parts 
as  are  necessary.     One  week  (five  recitations). 

1.    Lay    stress    on    the    variety    and    importance    of    choice    of 
conjunction. 

C.  Noun  or  Substantive  Clauses — Ward,  lessons  45  and  46.  One 
week   (five  recitations) . 

1.    Review  expleti\je  it  and  point  out  its  use  with  the  noun  clause. 

D.  Be  sure  that  the  terms  phrase,  clause,  subordinate  and  coordinate 
are  clearly  understood. 

III.  The  Sentence— Ward,  lessons  56,  57,  58,  59,  60,  61,  62.  Use  such 
parts  as  are  necessary  to  make  clear  the  three  kinds  of  sentences — 
simple,  compound  and  complex.   Two  weeks  (ten  recitations). 

A.  Use  many  sentences  for  drill  and  practice  in  analysis  by  dia- 
gram.    Omit  Ward's  diagram, 

B.- Review  all  rules  in  punctuation  taken  thus  far  and  take  in 
addition  lessons  63,  64  and  65.  In  doing  concentrated  work  in 
punctuation,  it  would  be  well  for  the  teacher  to  consult  Clip- 
pinger's  punctuation  rules  (except  in  letter  forms),  as  this  is 
the  text  to  be  used  for  the  next  two  years.  One  week  (five 
recitations) . 

IV.  Spelling.     Assign  along  with  other  work. 

A.  Ward— lessons  25,  27,  29,  34,  38,  43,  44,  45,  Use  such  parts  of 
these  lessons  as  seem  necessary. 

B.  Continue  drill  on  words  misspelled  by  students. 


52  COURSE  OF  STUDY 


COMPOSITION 
Written 

In  English  2  continue  narration,  giving  more  attention  to  details  of 
sentence  structure,  use  of  words,  punctuation,  etc.  Use  letter  writing 
frequently.  Insist  on  the  correction  of  themes  criticised  by  the  teacher, 
requiring  the  original  theme  to  be  returned  with  the  revised  or  rewritten 
copy.  If  desirable,  use  I-P  notebook,  No.  9108,  and  require  that  it 
contain  the  assigned  number  of  themes  and  their  revisions.  Make  all 
criticisms  constructive,  encouraging  a  regard  for  organization  and  form. 
Keep  up  the  habit  of  review,  by  recurring  again  and  again  to  principles 
already  studied. 

Strive  in  English  2  for  command  of  paragraph  development,  as  in 
English  1  command  of  the  topic  sentence. 

Text:  Ward,  Sentence  and  Theme,  suggested  themes  Nos.  17-40,  inclusive, 
and  Lesson   4  8. 

Reference :  Clippinger,  Written  and  Spoken  English.  Chapter  2,  sections  on 
letter  writing. 

THE  WHOLE  COMPOSITION 

I.  Keep  the  fundamental  principles — Unity,  Coherence  and  Emphasis 
— at  work  by  testing  material  as  to  whether  it  really  groups  itself 
about  one  central  idea;  is  in  its  natural  order,  properly  related; 
and  really  adds  to  the  interest  or  suspense. 

II.    Begin  the  variation  of  narrative  to  test  arrangement  and  articula- 
tion of  paragraphs.     For  instance,  use  a  brief  form  of  the  Retro- 
spective Narrative,  showing  the  parts  and  transitions. 
Retrospective  Narrative.    (The  Jumping  Frog  is  an  example.   Payne, 
477.) 

A.  Situation   (or  occasion). 

B.  Transition. 

C.  Retrospective  narrative,  with  climax. 

D.  Conclusion   (return  to  original  situation). 

For  subjects  see  the  first  three  suggestions  under  theme  subjects 
suggested  by  the  literature  studied. 

III.    Letters: 

A.  Teach  the  form  of  letters;  e.  g.,  Business  Letter,  Ward,  231; 
Clippinger,  113.  Use  Ward's  punctuation  for  heading  and 
address. 

Heading. 

Complimentary  close. 

Address. 

Signature. 

Salutation. 

Body. 

B.  Qualities  of  Business  Letters,  Clippinger,  pp.  120,  121. 

Clear  (6  points  for  securing  clearness). 

Courteous. 

Brief  (but  not  brusk). 

Tactful   (Clippinger,  p.  127). 


ENGLISH  53 


IV.    Write  a  business  letter  subscribing  for  a  newspaper  or  magazine. 
(Ward,  235.) 

Write  a  familiar  note  to  a  friend  explaining  why  you  can  not  keep 
a  proposed  appointment.     (Ibid.) 

Write  a  letter  announcing  the  sending  of  a  package. 
Write  a  letter  to  a  relative  or  friend  expressing  thanks  for  a  gift. 
Write  a  business  letter  asking  for  information. 

Write    a   friendly   letter    to   an    invalid    or   a   temporarily    shut-in 
friend.     (May  contain  narrative  of  interest  to  the  recipient.) 

V.    Theme  Subjects: 

A.  Suggested  by  the  literature  studied.   Assign  : 

1.  Imagine  you  are  an  old  man  who  spent  his  youth  before  the 
days  of  automobiles.  Give  your  views  on  the  new  methods 
of  traveling  and  tell  the  story  of  the  Deacon's  Masterpiece 
(Payne,  p.  321)  as  if  it  happened  in  your  boyhood  home  town. 

Conclude  with  a  return  to  modern  times. 

2.  Imagine  you  are  an  old  man  who  sees  in  the  newspaper  a 
news  story  that  suggests  a  cowardly  or  selfish  act.  Tell  how 
cowards  were  treated  in  your  boyhood  in  Massachusetts, 
imagining  that  you  were  present  at  the  event  described  in 
Skipper  Ireson's  Ride  (Payne,  p.  296).  Close  with  a  con- 
clusion on  how  punishment  should  be  given. 

3.  A  grandmother,  answering  the  plea  "Tell  us  a  story,"  tells 
of  her  courting.  Write  an  introductory  fireside  scene,  tell 
the  story  of  The  Courtin'  (Payne,  p.  360)  from  Huldy's 
point  of  view,  and  conclude  with  the  comments  of  the 
children. 

4.  The  Iliad.  Tell  the  story  of  a  word  quarrel  between  two 
friends  (Iliad,  book  I,  quarrel  of  Achilles  and  Agamemnon). 
Use  a  variety  of  "said"  words,  and  use  care  in  punctuating 
conversation. 

B.  Themes  suggested  in  Ward,  Nos.  17-40  inclusive. 

C.  Assuming  a  friend  or  classmate  is  at  home  ill,  write  for  him  a 
story  of  what  happened  at  a  party,  a  student  body  meeting,  a 
class  meeting,  or  a  science  laboratory  period. 

D.  As  in  English  1,  students  may  be  allowed  their  own  choice  of 
subjects.  Any  suggestions  not  used  in  English  1  because  of 
time  limitations  may  be  substituted  for  these  in  English  2,  or 
used  in  addition. 

E.  Assign: 

1.  Sentences  containing  parts  of  speech  studied  in  the  grammar. 

2.  Sentences  illustrating  the  punctuation  rules  studied. 

3.  Sentences  illustrating  the  use  of  new  words  found  in  the 
literature. 

Oral 

Continue  work  in  oral  composition  once  each  week  or  for  one-fifth  of 
the  term.  Continue  work  on  posture,  enunciation,  and  definite,  complete 
sentences. 

ParJiamentary  Practice:  Class  practice  in  opening  and  closing  a 
meeting,  making  motions  and  nominations.  Assign  the  parts  previously, 
if  students  show  lack  of  initiative.    ■ 

Continue  work  of  review  of  classics,  reading  aloud,  and  reciting 
memorized  selections,  as  suggested  in  English  1. 


54  COURSE  OF  STUDY 


Magazine  Reports:  Suggestinj?  which  magazines  to  use,  have  the 
students  report  articles  assuming  the  class  has  not  read  them. 

Sto7-y  Telling:  Explain  myth  and  legend,  discuss  the  growth  and 
place  of  both  in  literature,  and  assign — 

Tell  a  fable  or  myth  which  you  have  read  or  heard. 

Read  to  the  class  stories  such  as  those  in  Frederick  H.  Law's  Modern 
Short  Stories,  or  other  collections  containing  stories  suitable  for  high 
school  freshmen,  and  call  on  the  class  to  tell  the  story.  Where  the 
stories  are  long,  several  students  may  take  part  in  the  telling  of  one 
story. 

LITERATURE 

Texts :    Classics  as  indicated.    Payne,  American  literary  readings. 
I.    Odyssey — Palmer's  Translation. 

A.  Build  up  background  of  Trojan  War  from  Gayley's  "Classic 
M>i;hs,"  Guerber's  "Book  of  the  Epic,"  or  Bulfinch's  "Age  of 
Mythology." 

B.  Theme  and  action  used  to  develop  it. 

C.  Study  individual  characters  as  representatives  of  universal 
human  traits. 

D.  Study  for  beauty: 

1.  Dramatic  passages  and  incidents. 

2.  Use  of  simile  and  metaphor. 

3.  Contrasts  in  character  and  scenes. 

4.  Epic  characteristic.      (Teacher  should  make  clear  the  objec- 
tive quality  of  the  epic,  use  of  epithets  and  figures.) 

II.    Suggestions  for  Further  Class  Reading: 

A.  Sohrab  and  Rustum — Arnold. 

B.  Iliad — Bryant's   Translation. 

C.  Bridge  of  the  Gods— Balch. 

D.  Other  Wise  Man — Van  Dyke. 

E.  Payne's  Literary  Readings: 

1.  Skipper  Ireson's  Ride,  p.  296. 

2.  Wreck  of  the  Hesperus,  p.  579. 

3.  The  Deacon's  Masterpiece,  p.  321. 

4.  The  Courtin',  p.  360. 

5.  Kit  Carson's  Ride,  p.  502. 

MINIMUM  ESSENTIALS 
NINTH  GRADE 
To  pass  in  freshman   English,  one  must  meet  the  following  require- 
ments: 

1.  Write  a  legible  hand.    Ward,  pages  32,  33. 

2.  Observe  proper  form  in  margins,  indentations,  placing  of  the  title. 
Ward,  pages  31-34.    Introduction,  page  14. 

3.  Be  able  to  copy  accurately  ten  lines  of  either  poetry  or  prose. 

4.  Use  capitals  properly  in  titles  to  themes  and  elsewhere.  Ward, 
pages  32,  290.  298,  327. 

5.  Show  properly  where  one  sentence  ends  and  another  begins.  Clip- 
pinger,  pages  160,  161,  177,  178.    Century  Handbook,  18  and  19A. 

6.  Learn  to  distinguish  the  complete  assertion  from  the  phrase  and 
subordinate  clause.  Ward,  pages  36,  259,  305.  Clippingei?,  pages  157, 
155,  456.   Century  Handbook,  9  A  and  B. 


ENGLISH 


55 


7.  Properly  cancel  incorrect  expressions.  The  parenthesis  marks  do 
not  cancel  a  word  or  passag'e.  Do  not  erase.  Draw  a  horizontal  line 
through  whatever  is  to  be  omitted. 

8.  Observe  the  rules  for  the  use  of  the  period,  the  question  mark,  the 
exclamation  point,  the  comma,  and  quotation  marks.    Ward,  rules  1-15. 

9.  Use  the  apostrophe  correctly  to  show  the  possessive  case  of  nouns, 
and  refrain  from  using  the  apostrophe  in  the  possessive  of  personal  pro- 
nouns.   Ward,  pages  154-159. 

10.  Observe  the  following  rules  of  syntax: 

The  pronoun  subject  of  a  sentence  is  in  the  nominative  case. 

A  pronoun  after  a  copulative  verb  is  in  the  nominative  case. 

A  pronoun  agrees  with  its  antecedent  in  gender,  person  and  number. 

A  verb  agrees  with  its  subject  in  person  and  number. 

A  pronoun  object  of  a  verb  or  preposition  is  in  the  objective  case. 

11.  Regularly  punctuate  and  paragraph  conversation  properly.  Clip- 
pinger,  pages  64,  527. 

12.  Know  the  parts  of  speech. 

13.  Distinguish  between  a  transitive  and  intransitive  verb.  Ward, 
pages  50-51;  53-55;  105,  167,  365. 

14.  Know  the  principal  parts  of  do,  go,  see,  come  and  other  common 
irregular  verbs. 

15.  Analyze  any  ordinary  sentence  into  its  simple  modifiers,  its 
phrases  and  clauses.    Ward,  pages  256-282. 

16.  Distinguish  simple,  compound  and  complex  sentences.  Ward, 
pages  257,  271,  277. 

17.  Learn  the  four  most  helpful  spelling  rules.  Ward,  pages  16-31; 
56,  236,  237.    Century  Handbook,  75,  76,  77. 

18.  Spell  in  dictated  sentences  forty-nine  of  fifty  common  homonyms. 

19.  Write  our  common  compound  words  solid.  Century  Handbook, 
78  D.   Clippinger,  page  223. 


20.    Spell  the  following 
accidentally 
against 
amount 
approach 
arrangement 
athletics 
benefit 
captain 
committee 
definitely 
development 
disapprove 
embarrass 
enthusiastically 
especially 
few 

fourteen 
hurrying 
imagine 
judgment 
independent 
marriage 


words  correctly: 
naturally 
nickel 
noticeably 
o'clock 
occasionally 
opinion 
originally 
particulai'ly 
peaceably 
privilege 
possibly 
possess 
practically 
precede 
prisoner 
recommend 
religious 
replies 
repetition 
receive 
ridiculous 
safely 


separation 

shepherd 

secretary 

similar 

studying 

surely 

supplies 

suspicious 

successful 

treasurer 

unmanageable 

victorious 

village 

villain 

weird 

woman 

women 

until 

believe 

too 

all  right 


56  COURSE  OF  STUDY 


English  3 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Clippinger,   Written  and  Spoken  English. 
Time  required :    One-third  of  term  or  approximately  six  weeks. 

I.  Clippinger,  Chapter  7. 

A.  Review  in  grammar  forms  and  constructions.  Use  Ward's  termi- 
nology.  Two  weeks  (ten  recitations) . 

B.  Continue  the  use  of  the  diagram.  Use  many  sentences  selected  from 
other  texts.  Emphasize  applications  of  technical  grammar  and 
grammatical  relationships.    Two  weeks  (ten  recitations). 

C.  Drill  persistently  on  the  following  points: 

1.  Agreement  of  subject  and  verb. 

2.  Case  and  number  of  pronouns. 

3.  Clear  and  exact  reference  of  pronouns. 

4.  Position  of  modifiers. 

5.  Correct  use  of  adjectives  and  adverbs. 
One  week   (five  recitations). 

II.  Spelling  and  Word  Study.    One  week   (five  recitations). 

A.  Clippinger,  Chapter  8. 

B.  Continue  drill  on  words  misspelled  by  students. 

COMPOSITION 
Written 

In  third  term  English  continue  narration  and  letter  writing  and  intro- 
duce the  study  of  description.  In  the  longer  themes  in  narration  insist 
on  organization  and  articulation,  applying  the  principle  of  coherence. 

A  minimum  of  twelve  written  themes  should  be  required. 

Text :    Clippinger,  chapter  1,  sections  indicated. 

Supplements:  Read  to  the  class  descriptive  sections  from  literature,  and 
such  descriptions  of  people  or  places  as  appear  in  The  Atlantic  Monthly  from 
time  to  time. 

THE  WHOLE  COMPOSITION 

I.  Description: 

1.  Aim  to  give  a  picture. 

2.  Key  word,  appearance. 

3.  Subject  matter,  a  particular  person  or  thing. 

4.  Definition.  Description  is  that  kind  of  discourse  that  suggests 
how  a  particular  thing  appealed  to  the  senses  of  the  writer  or 
speaker. 

II.  The  Principle  of  Coherence  is  chiefly  stressed  in  this  term  by 

teaching  transition  between  parts,  by  use  of  proper  construction, 
connectives,  etc. 

III.  Description: 

A.  Definition,  Clippinger,  page  23. 

B.  Kinds,  Clippinger,  page  24. 
Scientific. 

Artistic. 


ENGLISH 57 

C.  Point  of  view,  Clippinger,  pa^e  24. 

The  point  of  view  is  the  chief  consideration  in  securing  unity  in 
description. 

D.  The  framework  and  details,  Clippinger,  page  25. 

E.  Devices  for  developing  descriptive  paragraph. 
Particulars  and  details,  Clippinger,  page  26. 
Comparison  and  contrast,  Clippinger,  page  28. 

F.  The  Outine,  an  aid  to  descriptive  writing,  Clippinger,  pages  22,  23. 

IV.  For  Plot  as  an  element  in  narration  consult  The  Introduction. 

V.  In  the  Letter  writing  assign  actual  letters  to  actual  people.   These 

may  be  of  a  vocational  nature,  students  selecting  a  certain  indus- 
try or  profession  for  special  study  and  writing  to  local  or  national 
leaders  for  information.  Require  some  of  the  work,  at  least,  in 
the  usual  form  for  posting — envelope  and  all.  Encourage  good 
taste  in  the  selection  of  stationery,  addressing  of  envelope,  etc. 
Discourage  affectation. 

Study  the  characteristics  of  the  social  letter.    Clippinger,  page  42. 
Assign: 

Formal  invitations  and  replies  in  the  third  person. 

Informal  notes  of  invitation,  with  replies. 

Letter  of  congratulation,  Clippinger,  pages  48,  297. 

Letter  expressing  sympathy  to  some  friend  who  is  bereaved  or  ill. 

Letter  expressing  appreciation  of  hospitality  recently  received. 

Letter  requesting  to  be  relieved  from  some  committee  appointment 

or  assignment. 
Letters  to  students  in  other  towns  describing  your  school  or  your 

town. 

VI.  Theme  Subjects: 

A.  Suggested  by  the  literature  studied.   Assign: 

1.  The  Ancient  Mariner — (a)  Study  descriptive  sections  of  the 
Ancient  Mariner,  noting  especially  the  descriptive  words.  Do 
you  see  the  picture?  Does  it  stir  any  feelings  in  you  of  admira- 
tion or  fear  or  disgust?  Write  a  description  of  a  snow-bound 
cottage ;  a  dry  and  neglected  garden ;  a  wrecked  ship.  Underline 
your  descriptive  words.  Aim  to  make  the  reader  feel  as  you  did 
when  you  saw,  or  imagined  you  saw,  the  subject,  (b)  Write 
a  description  of  The  Ancient  Mariner,  imagining  you  met  him 
on  the  street  yesterday,  (c)  Refer  back  to  Retrospective  Narra- 
tive in  English  II  for  review.  The  Ancient  Mariner  is  of  that 
type.  Use  one  of  the  suggested  subjects  from  English  II,  or  a 
similar  one. 

2.  As  You  Like  It — (a)  Describe  the  scenes  in  which  As  You  Like 
It  is  imagined  to  have  occurred.  Remember  that  on  the  Eliza- 
bethan stage  there  was  no  stage  scenery,  but  the  audience 
imagined  the  setting.  Notice  that  you  find  no  stage  directions 
as  in  modern  plays,  (b)  Contrast  the  Elizabethan  theater  with 
the  modern  or  write  a  description  ef  the  Elizabethan  theater. 
(This  gives  exercise  in  description  and  may  serve  as  an  intro- 
duction to  exposition.  The  writing  will  be  done  after  the  teacher 


58  COURSE  OF  STUDY 


gives  careful  description  and  blackboard  diagrams,  accompanied 
by  illustrations  if  obtainable.)  Long's  English  Literature — 
see  all  references  to  the  subject — will  furnish  good  material, 
(c)  If  time  permits  use  three  days  for  the  writing  of  a  simple 
play.  (1)  Plot  outline.  (2)  Descriptions  of  characters  and 
settings.  (3)  Speeches.  Limit  to  two  or  three  characters.  Be- 
fore writing  discuss  the  limitations  of  stage  scenery  and  en- 
courage the  writing  of  a  play  which  could  be  presented  easily. 

B.  Use  the  suggestions  in  Clippinger,  chapter  X,  section  11,  page  12; 
section  14,  page  14;  section  17,  page  16;  section  24,  page  27;  sec- 
tion 27,  page  30;  section  29,  page  32;  section  34,  page  37. 

C.  Assign  one  long  narrative  in  which  description  of  character  and 
setting  shall  be  an  important  feature.  Show  that  description  is  re- 
peatedly linked  with  other  types  of  composition  and  is  important  in 
all  forms  of  literature.  In  preparation  make  lists  of  synonyms,  and 
work  for  accuracy  of  detail  in  the  theme. 

D.  For  good  English  week  assign  either  narration  or  description  or 
exposition.  The  narration  may  be  modeled  after  a  myth  or  fable; 
the  description — write  a  description  without  good  descriptive  words, 
rewrite  it,  giving  shape  and  color,  and  study  the  improvement;  the 
exposition  may  be  on  the  purpose  of  the  movement,  reasons  for  it, 
what  is  being  done  in  the  schools,  etc. 

E.  Outline  The  Ancient  Mariner  according  to  scene  and  As  You  Like 
It  according  to  acts  and  scenes.  Notice  that  while  the  poem  is  not 
formally  divided  into  scenes  as  is  the  play  a  successive  change  of 
scenes  takes  place. 

Oral 

There  should  be  twelve  oral  themes  assigned  during  the  year. 

Continue  work  on  enunciation  and  posture.  Work  insistently  and  ener- 
getically on  correct  grammar  and  complete  sentences.  See  English  III, 
Composition — Written,  Outline  on  the  Sentence,  sections  4  and  5,  Unity 
and  Coherence. 

Parliametitary  Practice  and  Current  Events — Study  Roberts'  Rules  of 
Order.  Review  the  elements  of  parliamentary  practice  previously  studied; 
add  extemporaneous  organization  of  the  class  into  an  organized  group  for 
transacting  business  and  for  discussion  of  current  events  reported  by 
members.  These  reports  and  discussions  may  be  assigned  previous  to  the 
class  meetings. 

Literature — Review,  in  oral  narration,  the  literature  read  in  class. 
In  reading  As  You  Like  It  assign  the  parts  to  students  for  oral  reading. 
Continue  giving  memorized  selections. 

Description — Describe  in  oral  themes  persons,  places  or  objects.  Ad- 
vance to  description  in  which  the  point  of  view  changes.  Clippinger, 
chapter  I,  section  21,  page  21;  section  32,  page  34. 

Stories — Discuss  the  place  of  humorous  stories  or  anecdotes  in  con- 
versation, after-dinner  speeches,  or  for  illustration  of  a  point.  Practice 
telling  such  stories,  and  discuss  the  possible  uses  of  those  given  by  stu- 
dents. Stories  of  the  sayings  of  small  children  are  good  material  for  this 
use.    Preceding  the  class  work  the  teacher  should  give  illustrations. 


ENGLISH  59 


LITERATURE 

Texts  :    Classics  as  indicated. 

The  Ancient  Mariner: 

A.  Theme  and  its  significance;  quote  to  illustrate.  Apply  theme  to 
life. 

B.  Study  form :  Poetic  introduction,  dramatic  method  introduced, 
imagery,  diction,  metrical  form  and  melody,  contrasts,  figures  (re- 
view simile,  metaphor;  add  metonymy,  alliteration,  and  onomato- 
poeia).    (Dore's  illustrations  of  The  Ancient  Mariner  are  good.) 

II.  As  You  Like  It  (See  Drama  in  introduction)  : 

A.  Theme  and  its  treatment  in  comedy  form. 

B.  Character  studies:  Naturalness,  human  appeal,  humorous  attitude. 

C.  Dramatization  and  oral  reading  of  many  scenes. 

D.  Memorization  and  application  to  life  of  many  speeches,  or 

Merchant  of  Venice: 

A.  Theme  and  its  development  through  a  combination  of  four  stories. 

B.  Character  studies;  contrasts,  motives. 

C.  Oral  reading  of  many  scenes. 

D.  Memorization  of  many  passages. 

III.  Suggestions  for  Further  Class  Reading: 

A.  Ivanhoe    (Scott). 

B.  Quentin  Durward   (Scott). 

C.  Twice  Told  Tales  (Hawthorne). 

D.  The  Alhambra  (Irving). 

E.  Up  from  Slavery  (Washington). 

F.  The  Little  Minister    (Barrie). 

English  4 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Clippinger,   W'ritten  and  Spoken   English. 
Time  required  :    One-third  of  term  or  approximately  six  weeks. 

I.  Clippinger — Chapters  5,  6,  and  14. 

A.  Kinds  of  sentences  and  punctuation.  Use  Ward's  definition  of  the 
compound  sentence.    (See  Sentence  and  Theme,  page  258). 

1.  Continue  use  of  diagram. 

B.  Emphasize  the  arrangement  of  sentence  parts  for  the  sake  of 
clear  meaning,  thus  incidentally  bringing  out  the  principles  of 
unity,  coherence  and  emphasis. 

C.  Drill  on  the  avoidance  of  the  three  types  of  sentence  errors. 

1.  Comma  blunder. 

2.  Incomplete  sentence. 

3.  Run-on  sentence. 

COMPOSITION 

Written 

In  English  4,  narration  and  description  are  continued  for  sustained 
practice  and  drill.  Exposition  and  argumentation  are  introduced.  Strive 
for  correlation  in  applying  the  principles  of  unity,  coherence,  and  empha- 


60  COURSE  OF  STUDY 


sis,  to  the  sentence,  the  paragraph,  and  the  whole  composition,  showing 
how  the  use  of  each  of  these  principles  in  building  the  smaller  unit  is 
paralleled,  in  general,  in  the  building  of  the  larger  unit.  By  relating 
all  detailed  instruction  to  the  fundamental  principles,  and  by  occasional 
summaries,  outlines,  and  diagrams,  try  to  clinch  each  step  in  advance, 
making  it,  both  in  practice  and  in  theory,  an  actual  possession  of  the 
student. 

Text :    Clippinger,  Written  and  Spoken  English,   chapters  III,  IV. 

THE   WHOLE  COMPOSITION 

I.  Review  the  Outlines  for 

A.  Narration   (see  English  I) 

B.  Description  (English  II)  and  add 

C.  Exposition: 

1.  Aim,  to  make  clear  an  idea. 

2.  Key  word,  explanation. 

3.  Subject  matter,  general  or  abstract  ideas. 

4.  Definition.  Exposition  is  that  form  of  discourse  that  explains 
general  or  abstract  subject  matter. 

D.  Argumentation: 

1.  Aim,  to  prove  a  proposition. 

2.  Key  word,  conviction. 

3.  Subject  matter,  a  declarative  statement  called  a  proposition. 

4.  Definition.  Argumentation  is  that  kind  of  discourse  the  chief 
purpose  of  which  is  to  change  the  opinions  of  others  so  as  to 
cause  them  to  believe  or  to  act  as  the  speaker  or  writer  wishes 
them  to  believe  or  to  act.    (Clippinger,  132.) 

II.  Types  of  Exposition: 

A.  Exposition  by  definition    (Clippinger,  79)  : 

1.  Definition  by  synonyms. 

2.  Definition  by  logic. 

3.  Examples. 

4.  Enumeration  of  details. 

5.  Comparison. 

6.  Contrast. 

7.  Cause  and  effect. 

B.  Exposition  by  division: 

The  outline.    See  Clippinger,  90,  246,  247. 

III.  Letters: 

A.  Appointment  for  business  meeting  with  a  business  man. 

B.  Explaining  unavoidable  delay  or  canceling  of  engagement.  (Remind 
the  students  that  such  a  letter  should  not  be  necessary  often.) 

C.  Notifying  change  of  address,  Clippinger,  121. 

D.  Requesting  a  recommendation,  Clippinger,  123. 

E.  Expressing  appreciation  of  letter  of  recommendation. 

F.  Inviting  another  school  or  a  society  of  another  school  to  hold  a 
joint  contest,  Clippinger,  135. 

G.  Making  application  for  a  position,  Clippinger,  281. 
H.  Requesting  a  statement  of  your  account. 

I.    Calling  attention  to  an  error  in  your  account. 


ENGLISH  61 


J.  An  order,  in  tabular  form,  for  books,  Clippinger,  125. 

K.  Request  to  a  higher  institution  of  learning  for  a  copy  of  its  cata- 
logue. 

L.  Of  introduction,  Clippinger,  355. 

Informal  and  formal,  business  and  social. 

M.  An  application  for  a  position  during  the  summer. 

IV.  Theme  Subjects: 

A.  Suggested  by  the  literature  studied: 

1.  Introduce  story  as  a  form  in  which  narration  and  description 
are  combined.  Outline  Gareth  and  Lynette.  For  a  long  theme 
use  the  plot  of  Gareth  and  Lynette  in  a  modern  story. 

2.  Select  as  models  from  A  Tale  of  Two  Cities  descriptions  of 
places  and  such  excellent  personal  descriptions  as  those  intro- 
ducing Jerry  Cruncher,  Mr.  Lorry,  Lucie,  or  Miss  Pross.  Write 
a  character  sketch  of  some  one  you  know;  of  an  imagined  char- 
acter. Notice  the  emphasis  of  some  particular  feature — Lucie's 
forehead,  Jerry's  hair. 

B.  Use  the  theme  suggestions  in  Clippinger,  chapter  I,  section  11,  page 
94;  section  13,  page  96;  section  23,  page  105;  section  26,  page  106; 
section  31,  page  108. 

C.  In  connection  with  parliamentary  practice  call  for  written  reports 
from  secretaries,  treasurers  and  committee  chairmen. 

D.  In  connection  with  paragraph  study,  write  condensations  of  para- 
graphs in  A  Tale  of  Two  Cities. 

E.  Require  themes  to  contain  a  variety  of  sentence  forms,  simple,  com- 
plex and  compound.  Have  students  make  lists  of  the  types  used 
in  order  to  test  the  variety.   Ward,  lesson  66. 

Oral 

The  requirement  is  the  same  as  for  English  III. 

Parliamentary  Practice — Review  features  previously  studied,  and  add 
the  reading  of  secretaries'  and  committees'  reports. 

Conversation  Exercises — Assign : 

Make  personal  application  for  a  position. 
Sell  goods  or  take  magazine  subscriptions. 
Answer  calls  in  an  office. 

Debate — In  connection  with  parliamentary  practice,  introduce  debate, 
first  informally  in  connection  with  editorials  taken  for  study  from  maga- 
zine or  newspaper;  follow  with  formal  debates  on  simple  subjects,  stress- 
ing form.  Emphasize  in  practice  the  sentence  unity  and  coherence  and 
the  unity  and  coherence  of  the  whole  subject  matter. 

Ex])osition — Assign :  Short  talks  on  how  to  make  something  or  how 
to  do  something.  Clippinger,  chapter  III,  section  7,  page  85;  section  18, 
page  102 ;  section  20,  page  102. 

Assuming  some  one  has  asked  for  directions  to  a  certain  place,  tell 
clearly  how  to  go,  using  particular  details  and  a  diagram,  with  directions 
properly  indicated. 


62  COURSE  OF  STUDY 


LITERATURE 

Texts  :    Classics  as  in.licated. 

I.  Gareth  and  Lynette: 

A.  Teacher  should  introduce  the  work  with  a  presentation  of  the 
Idylls  as  a  cycle.  Read  to  the  class  "The  Dedication,"  "The  Coming 
of  Arthur,"  and  "The  Passing  of  Arthur,"  and  tell  the  story  of 
Guinevere,  if  it  is  not  read  outside. 

B.  Library  work  and  reports  on  chivalry,  with  other  stories  retold. 

C.  Theme  and  its  development  with  special  reference  to  the  allegory. 

D.  Ethical  import  with  definite  applications  to  modern  life. 

E.  Character  studies,  especially  contrasts;  i.  e.,  Arthur  and  Lancelot, 
Guinevere  and  Elaine,  Gareth  and  Lynette. 

F.  Beauty;  imagery;  specific  phrases;  melody,  figures  (review  simile, 
metaphor,  metonomy,  alliteration  and  onomatopoeia;  introduce  per- 
sonification and  apostrophe). 

G.  Memorization:  The  vow  (from  Guinevere),  "I  made  them  lay  their 
hands  in  mine — until  they  won  her." 

JI.  A  Tale  of  Two  Cities.    (See  introduction  under  Novel.) 

A.  Preliminary  reading  or  discussion  of  first  few  chapters,  before  as- 
signment is  made,  to  forestall  indifference,  eliminate  difficulties, 
and  arouse  curiosity.  Then  allow  students  to  read  the  book. 

B.  Theme  and  broad  lines  of  development. 

C.  Ethical  element  with  comparisons  of  modern  situations. 

D.  Character  studies;  motives,  struggles,  triumphs,  types  or  indi- 
viduals, victims. 

E.  Visualization  of  vivid  descriptions,  actions,  and  dramatic  incidents, 

F.  Structure;  plot  as  determined  by  characters  or  setting:  Subplot 
and  its  purpose;  foreshadowing;  mystery;  suspense,  climax,  solu- 
tion. 

III.  Suggestions  for  Further  Reading: 

A.  Lancelot  and  Elaine. 

B.  Guinevere  (to  be  read  with  the  study  of  the  Idylls). 

C.  David  Copperfield — Dickens. 

D.  Oliver  Twist — Dickens. 

E.  Farewell  Address — Washington. 

MINIMUM  ESSENTIALS 

TENTH  GRADE 

To  pass  in  sophomore  English  one  must  meet  the  following  require- 
ments : 

1.  Continue  the  requirements  of  freshman  English. 

2.  Distinguish  coordinate  conjunctions  fi-om  subordinate.  Learn  the 
four  coordinate  relationships  and  seven  subordinate  relationships. 
Clippinger,  pages  440-449.    Century  Handbook,  36  and  39  D. 

3.  Recognize  the  relationships  expressed  by  the  relative  pronoun  and 
the  conjunctive  adverb.  Clippinger,  pages  440,  443.  Century  Hand- 
book, 17,  58. 

4.  Shape  material  into  a  topical  outline.  Clippinger,  pages  89-91; 
246-248. 


ENGLISH 


63 


0.  Observe  the  rules  for  the.  use  of  the  semicolon  and  colon.  Clippin- 
ger,  pages  525,  526.     Century  Handbook,  92,  93. 

6.  Distinguish  by  use  the  kinds  of  paragraphs — introductory,  usual, 
and  summary.  Century  Handbook,  88  B.  Clippinger,  pages  18-21; 
285-289. 

7.  Substitute  good  usage  elements  for  common  barbarisms  and  impro- 
prieties.    Clippinger,  pages  507-509.     Century  Handbook,  66. 

8.  Refer  automatically  to  the  dictionary  when  in  doubt.  Clippinger, 
218-221. 

9.  Observe  acceptable  usage  in  informal  letters.  Clippinger,  pages 
42-43;  353-356. 

Write  a  business  letter  perfectly  as  far  as  form  is  concerned.  Ward, 
pages  231,  235.  Clippinger,  pages  113,  117,  119,  120,  121,  125,  127,  130. 
Use  Ward's  punctuation. 

Eliminate  the  dangling  participle,  or  shift  of  sentence  structure,  and 
weak  and  divided  reference.  Century  Handbook,  20-27;  32,  33.  Clippin- 
ger, page  474. 

10.  Recognize  the  nature  and  function  of  infinitives  and  participles. 
Clippinger,  pages  164-169;  433,  434;  474,  475,  544.  Century  Handbook, 
23,  29,  37,  50,  55,  58. 

11.  Interpret  corrective  marks  accurately.  (See  Introduction,  page 
15.)      Clippinger,  pages  554-557. 


12.  Spell  the  following  words  correctly: 


abbreviation 

accuracy 

aggravate 

ancient 

announcement 

annually 

anxious 

assistant 

attendance 

bulletin 

calendar 

carriage 

college 

conscientious 

considerably 

contagious 

courtesy 


courteous 

customary 

democracy 

descendant 

dissipation 

ecstasy 

electric 

exaggerate 

extraordinary 

foreigner 

gymnasium 

irrigation 

intellectual 

innocence 

license 

management 

miscellaneous 


obstacle 

prejudice 

proceed 

procedure 

professor 

rehearsal 

restaurant 

sophomore 

superintendent 

supersede 

specimen 

sympathize 

tragedy 

unnecessary 

vengeance 

visible 


English  5 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Clippinger,   Written  and  Spoken   English. 
Time  required :    Approximately  five  weeks. 

I.  Clippinger — Chapter  15.     Two  weeks  (ten  j;ecitations). 

A.  The  complex  sentence.  Emphasize  the  choice  and  use  of  con- 
nectives; also  stress  the  proper  coordination  and  subordination  of 
parts  of  the  sentence. 


64  COURSE  OF  STUDY 


II.  Clippinger — Chapter  16.   Two  weeks  (ten  recitations). 
A.  Unity,  coherence  and  emphasis. 

1.  For  drill  work,  use  sentences  from  class  themes,  composition 
texts,  etc.,  illustrating  errors  due  to  disregard  of  these  prin- 
ciples. 

2.  Whenever  possible  have  personal  conferences  with  pupils  con- 

cerning their  individual  errors. 

III.  Review  grammatical  structure  and  diagramming.     One  week    (five 

recitations) . 

IV.  Continue  Drill  in  punctuation  and  spelling. 

COMPOSITION 

Written 

The  course  in  composition  does  not  attempt  to  dispose  of  any  one 
form  of  discourse  or  any  one  principle  of  composition  or  quality  of  style 
at  a  single  stroke.  Rather,  the  subject  is  attacked  again  and  again,  until 
the  habit  of  right  usage  is  established.  The  treatment  of  any  topic  does 
not  involve  mere  repetition,  however;  it  is  cumulative,  leading  from  simple 
to  complex,  and  from  elementary  to  advanced  forms.  In  the  four  terms 
of  the  first  two  years,  practically  the  v/hole  field  of  composition  has  been 
covered  in  an  elementary  and  constructive  fashion,  giving  the  student  who 
progresses  thus  far  a  working  acquaintance  with  the  elements  of  good 
usage  and  the  principles  of  style. 

In  English  5  the  newspaper  and  periodical  are  studied  in  class,  both 
for  the  purpose  of  recognizing  and  practicing  the  various  forms  of 
expression,  such  as  the  editorial,  the  news  report,  the  book  review,  and  the 
short  story,  and  for  the  purpose  of  establishing  standards  of  judging  the 
value  of  a  periodical.  In  the  Introduction  an  elementary  scheme  of  news 
writing  is  outlined  for  those  schools  which  have  a  school  paper  or  a  con- 
tributing staff  to  the  local  paper.  The  editorial  is  treated  as  a  form  of 
journalistic  exposition. 

Nine  written  themes  should  be  required,  or  their  equivalent  in  news 
reporting,  etc.  The  written  and  oral  themes  may  be  alternated,  one 
week  and  the  next. 

Text :    Clippinger,  Written   and   Spoken  English,  Chapter  IX. 

THE  WHOLE  COMPOSITION 

I.  Themes   that   show   organization   and   articulation — careful    prevision 

and  nice  joining  together. 

II.  Keep  Stressing  the  three  fundamental  principles,  unity,  coherence, 

and  emphasis,  as  applied  to  each  new  type  of  discourse  taken  up — 
in  this  term  exposition  in  the  form  of  the  news  article  and  the 
editorial. 

III.  News  Writing,  where  conditions  permit  the  actual  publication  of 

news  prepared  by  students,  is  one  of  the  most  effective  means  of 
teaching  composition.  Clippinger,  chapter  IX,  and  the  Introduc- 
tion to  this  course  of  study  in  English,  give  the  essentials  of 
instruction  in  elementary  news  writing.     Where  the  teacher  finds 


ENGLISH  65 


that  conditions  for  publishing  school  news  are  not  favorable,  and 
prefers  to  teach  dramatic  writing  (conversation,  dialogue,  and 
elementary  drama)  she  may  substitute  from  chapter  XI  in  Clippin- 
ger  the  study  of  drama  for  the  study  of  news  writing.  In  this 
case  study  carefully  the  sections  on  drama  and  plot  in  the  Intro- 
duction. 

IV.  Letters.     Letters  of  inquiry    (various  specified  types),  Clippinger, 

279,  280,  352,  353;  letters' of  application,  ibid.,  281,  282;  letters  of 
request,  ibid.,  283;  letters  of  gratitude,  ibid.,  283,  284;  letters  of 
information,  ibid.,  354. 

Write  friendly  letters  to  students  in  other  places.  These  should 
be  expository  in  nature,  and  may  deal  with  local  manufacturing 
or  industries,  school  organizations,  how  an  athletic  benefit  was 
managed,  etc. 

V.  Theme  Subjects: 

A.  Suggested  by  the  literature  studied : 

1.  Character  sketches  of  characters  in  the  plays  read. 

2.  If  suggestions  for  description  and  exposition  on  the  Elizabethan 
theater  were  not  used  in  English  3,  they  may  be  used  here. 

3.  Write  an  article  on  the  effect  of  moving  pictures  on  the  popu- 
larity of  and  development  of  the  drama. 

B.  Use  the  assignments  for  written  work  found  in  Clippinger,  chap- 
ter IX. 

C.  Introduce  reports  on  books  read,  with  aim  to  arouse  enthusiasm 
for  the  book.  If  possible  confer  with  students  individually  pre- 
vious to  writing;  if  not,  discuss  purpose  and  work  out  plans  in 
class. 

D.  For  Good  English  Week  write  a  simple  play  suitable  for  produc- 
tion before  the  class  or  student  body;  or  write  articles  for  news- 
papers explaining  the  purpose  of  Good  English  Week  and  the 
means  to  achieve  the  purpose;  or  write  news  reports  of  what  has 
been  done  about  it  in  your  school;  or  an  editorial  or  sketch  on  it 
for  the  school  paper. 

E.  Work  on  news  and  editorial  writing  as  suggested  in  IV  and  V 
above.     Use  outlines  in  editorial  writing. 

F.  Use  suggestions  for  vocabulary  development  found  in  Introduction. 


Oral 

During  this  term  nine  oral  themes  should  be  given  by  each  student. 

Parlkiuientary  practice:  Review  parliamentary  practice,  including  all 
features  previously  studied.  In  addition  give  as  part  of  the  practice 
meeting  program  expositoi-y  talks  of  varied  length,  ranging  up  to  five 
minutes.    Practice  both  from  notes  and  without  them. 

Oral  Dispell sfiion:  If  possible,  subscribe  to  the  Literary  Digest  or 
Independent  for  study  of  different  types  of  magazine  writing — ^book 
review,  news,  editorial,  (verse  if  time  permits),  etc.,  and  discuss  these 
in  class. 

Sis:  3 


66  COURSE  OF  STUDY 


Exposition:  Students  of  science  may  g-ive  a  talk  on  some  expei'iment 
performed  in  the  laboratory.  History  students  may  o:ive  a  resume  of  the 
historical  events  leading  to  some  important  climax,  or  a  biography  of  a 
cViaracter  studied. 

Discuss  school  and  community  affairs  with  a  view  to  writing  them 
for  news  publications. 

Use  the  assignments  for  talks  found  in  Clippinger,  chapter  IX. 

Story  telling:  Discuss  the  place  of  anecdote  and- humorous  story  in 
exposition  and  argumentation.  Assign  a  discussion  in  which  a  short 
story  or  anecdote  has  a  place. 

Dramatizatiov :  If  the  size  of  the  class  permits,  dramatize  plays  or 
selections  from  plays.  Be  sure  that  each  member  of  the  class  has  some 
part  in  the  work  from  time  to  time,  even  though  it  is  merely  collecting 
stage  furniture.  Members  who  do  not  take  part  in  the  play  may  be 
called  upon  for  costuming  or  for  making  posters,  advertising,  newspaper 
write-ups,  etc.  Where  there  is  more  than  one  section  of  English  5 
the  sections  may  entertain  each  other  with  plays  if  time  permits.  In  some 
cases  the  work  may  be  presented  before  the  student  body  or  in  literary 
societies. 

LITERATURE 

Text :    Long.    English  Literature.    Classics  as  indicated. 

I.  Drama: 

A.  Shakespeare  (two  plays)  :     (See  Introduction  under  Drama.) 

1.  Macbeth 

a.  Develop  the  quality  of  tragedy  as  it  results  from  motives 
and  action;  stress  Nemesis. 

b.  Character   studies   and  contrasts,   especially  Lady   Macbeth 
and  Macbeth,  Macbeth  and  Macduff;  or 

Julius  Cjesar 

a.  Theme  and  its  development  in  tragedy. 

b.  Character    study;    contrasts    and    foils;    motives,    especially 
in   Brutus  and  Cassius. 

c.  Political  situations  in  comparison  with  modei'n  affairs. 

2.  Midsummer  Night's  Dream 

a.    Theme  and  its  light  treatment  in  fairy  element;  or 
The  Tempest 

a.  Theme 

b.  Characters:   Nobleness,  naturalness. 

c.  Lyric  quality. 

Study  the  origin  of  the  drama  and  its  growth  through  the 
Mystery  and  Morality  plays  from  Long's  "History  of  English 
Literature."  Stress  Shakespeare.  If  the  teacher  desires  she  may 
herself  review  the  characteristics  of  Greek  drama  for  the  class. 

III.  Suggestions  for  Further  Class  Reading: 

A.  Abraham    Lincoln — Drinkwater,    may    be    obtained    in    Riverside 
edition. 

B.  Melting  Pot— Zangwell— Henry  Holt  &  Co. 

C.  The  Piper-Peabody. 

D.  The  Blue  Bird— Maeterlinck. 

E.  Servant  in  the  House — Kennedy. 


ENGLISH 67 

F.  King's  Threshold — Land  of  Heart's  Desire — Yeats. 

G.  Spreading  the  News— Rising  of  the  Moon — Lady  Gregory. 
H.  Echoes  of  the  War — Barrie. 

English  6 
GRAMMAR  AND  SENTENCE  STUDY 

Texts:    Clippinger,  T\'ritten  and  Spoken  Englisli.    Greever  and  Jones, 

Century  Handbook  of  Writing. 

Time  required :  Approximately  four  weeks. 

I.  Clippinger — Chapter  17.     Two  weeks   (ten  recitations). 

A.  Use  such  portions  of  this  chapter  as  seem  to  fit  the  needs  of  the 
class.     Use  some  supplementary  work  of  this  type  if  necessary. 

II.  Greever  and  Jones,  pages  118-143.     Two  weeks  (ten  recitations). 
A.   Diction  and  word  study. 

1.    Emphasize  need  of  a   good  vocabulary  and  sense  of  discrimi- 
nation in  use  of  words. 

COMPOSITION 
Written 

In  English  6  the  theme  requirement  is  the  same  as  for  English  5. 
Text :    Clippinger,  Written  and  Spoken  English,  Chapter  X. 
Supplement :    Tanner,  Essays  and  Essay  "Writing,  Atlantic  Publication. 

THE  WHOLE  COMPOSITION 

I.  Themes  calling  for  several  paragraphs,  involving  organization  through 

an  outline,  with  main  topics  and  subtopics. 

II.  Continued  Attention  to  the  observation  of  the  fundamental  prin- 

ciples of  style — unity,  coherence,  emphasis. 

III.  The  Essay.    Definition:    "The  essay  is  a  short  piece  of  discourse  not 

intended  to  be  a  complete  and  exhaustive  treatment  of  a  subject 
but  an  expression  of  personal  opinion.  Its  chief  value  lies  in  the 
original  and  interesting  point  of  view  of  the  author." 

A.  Characteristics  of  the  Essay: 

1.  Chief  expository. 

2.  May  employ  narration  and  description. 

3.  Style  is  important — individual,  artistic. 

4.  Structure  not  important,  as  in  story,  drama,  etc. 

B.  Treatment  of  Essay: 

1.    Formal;  e.g.,  Carlyle's  Essay  on  Burns;   Macaulay,  Boswell's 
Life  of  Johnson. 

a.  Subject  matter:  Serious,  involving  problem  or  truth  calling 
for  reflection. 

b.  Purpose:     To  inform  and  interest  as  well  as  to  entertain. 

c.  Plan  :  Has  organization  and  definite  plan  of  its  own ;  but 
is  not  bound  by  structural  limitations  like  the  drama,  novel 
or  story. 

d.  Style:     Analytical,  formal,  more  or  less  elevated. 


68  COURSE  OF  STUDY 


2.    Informal;   e.g.,   Lamb's  Roast   Pig,  Poor  Relations;   Addison's 
Sir  Roger  de  Coverly. 

a.  Subject  Matter:  Current  issues  and  customs;  personal 
reflections  or  recollections;  whims,  vagaries,  etc. 

b.  Purpose:  To  entertain  and  stimulate;  to  state  opinion  by 
gentle  irony  or  playful  argument;  to  exhibit  follies  and 
thereby  suggest  reform. 

c.  Style:     Informal,  individual,  graceful  and  easy. 

C.  Types  of  the  Essay: 

1.  The  speech,  on  occasions,  e.  g.,  the  toast. 

2.  The  lecture,  address,  or  oration    (formal  essay). 

3.  The  literary  criticism,  Clippinger,  307-324. 

4.  The  editorial,  Clippinger,  264-266. 

5.  The  book  review. 

6.  The  biography,  Clippinger,  300-305. 

7.  The  character  sketch. 

D.  Types  to  be  specifically  treated  this  term : 

The  biography  or  character  sketch  and  the  book  review  or  literary 
Criticism.  Both  to  be  treated  in  the  manner  of  informal  essay. 
The  formal  essay  is  not  to  be  attempted  as  original  composition. 

1.  Biography  or  Character  Sketch,  Clippinger,  300-305: 

a.  Problem  for  solution : 

To  avoid  the  purposeless  enumeration  of  mere  facts,  and  to 
insure  a  clear  and  definite  object  for  the  selection  of  signifi- 
cant details,  choose  some  one  central  idea  as  the  "problem" 
of  the  biography;  e.g.: 

The  effect  of  the  man's  life  on  his  age  or  environment. 

His  philosophy  of  life. 

His  ideals,  or  life  purpose. 

His  handicaps  or  hardships. 

His  services  or  accomplishments. 

His  character  or  personality. 

His  position  in  life. 

b.  Solution  of  the  problem: 

By  rejection  of  all  irrelevant  facts. 

By  inclusion  of  all  relevant  and  significant  facts. 

By   obedience    to    the    principles    of    unity,    coherence,    and 

emphasis. 

By   an   attitude   of   truthful,   appreciative   but   not  merely 

eulogistic  interest  in  your  subject. 

c.  Conclusion : 

The  clinching  of  the  purpose  for  which  the  sketch  is 
written ;  to  show  some  distinguishing  characteristic  of  the 
person  written  about. 

2.  The  Literary  Criticism  or  Book  Review.    Types: 

a.  The  appreciation. 

b.  Interpretative  criticism. 

c.  Judicial  criticism. 

d.  Impressionistic  criticism. 

e.  Biographical  criticism. 


ENGLISH 69 

f.    Philosophical  criticism. 

Treatment.  Like  the  biography,  the  book  review  should 
involve  a  definite  problem,  and  a  thorough  plan  of  develop- 
ing it: 

a.  Know  the  book. 

b.  Analyze  it. 

c.  State  your  problem. 

d.  Develop  this  problem  honestly,  fairly,  but  enthusiastically 
by  rigidly  using  the  principles  of  selection;  using  situa- 
tions, characters  or  quotations  from  the  book  to  sub- 
stantiate your  statements. 

e.  Give  your  personal  reaction  on  the  book. 

f.  Keep  your  audience  and  your  purpose  in  mind. 

IV.  Letters: 

Write  friendly  letters  to  little  children  and  to  elderly  people. 
Remember  the  necessity  of  considering  the  person  to  whom  the 
letter  is  written. 

Write  a  letter  to  an  intimate  friend  in  which  ycu  express  some 
recent  idea  of  yours  and  treat  it  as  an  informal  essay. 

V.  Theme  Subjects: 

A.  Suggested  by  the  literature  studied: 

1.  Short  infoi-mal  essays.  Stress  central  idea,  and  illuminating 
material — historical  allusions,  personal  experiences,  humor,  etc. 
Use  Tanner's  Essays  and  Essay  Writing.  Read  from  it  for 
models  and  see  list  of  titles  ai  end  of  book. 

Write  from  an  outline,  submitting  outline  with  essay. 

2.  Use  the  material  in  Silas  Marner  as  a  basis  for  description  of 
country  or  for  character  sketch.  For  example,  in  a  one-page 
sketch  portray  Godfrey  Cass,  or  Dolly  Winthrop,  summing  up 
the  characteristics  revealed  in  the  novel. 

Write  a  character  sketch  of  an  acquaintance;  of  a  person  you 
should  like  to  use  for  the  central  figure  in  a  story. 

3.  Select  a  lesson  which  you  think  George  Eliot  strives  to  teach 
in  this  novel  and  discuss  in  an  expository  theme  the  material 
which  she  uses  for  the  purpose. 

Following  oral  work  on  local  historical  stories.  (See  Oral 
Comp.  E.  VI.) 

B.  Prepare   a   collection   of  papers   on   local   history,  industries,   pro- 

posed reforms,  and  improvements;  and  biographies  of  some 
historical  or  interesting  characters  connected  with  the  town, 
each  student  handling  some  phase  of  the  work.  Encourage 
consultation  with  authorities  outside  of  school  wherever  inter- 
views can  be  arranged  without  inconveniencing  them.  Some  of 
these  maj'  be  acceptable  to  local  newspapers  or  suitable  for 
publication  in  school  papers.  They  may  be  submitted  in  the 
annual  essay  contest  "Know  Oregon  First",  conducted  by  the 
Oregon  Council  of  English  in  competition  for  the  Almack  lovin'x 
cup. 

C.  Use  the  theme  assignments  in  Clippinger,  chapter  IX. 


70  COURSE  OF  STUDY 


D.  Write  a  biography  of  some  one  you  know. 
Write  an  autobiography. 

E.  As  in  English  5,  use  methods  for   increasing  vocabulary  as   sug- 
gested in  Introduction. 

Oral 

Assign  talks  in  which  the  student  shall  have  practice  in  answering 
such  questions  as  "What  is  the  chief  industry  in  your  town?"  "Tell  me 
about  the  school  system  in  your  town."  "What  kind  of  student  body 
organization  have  you  in  your  school?"  "Tell  of  the  banking  facilities  of 
your  town — the  kinds  of  banks,  their  clients,  whether  town  or  rural,  and 
their  influence  in  fostering  public  enterprises." 

Prepare  a  speech  for  eighth  grade  students,  an  exposition  which  may 
be  memorized  and  given  orally  or  given  from  notes,  on  some  phase  of 
high  school  activities  which  will  be  of  interest  to  them — athletics,  boys' 
or  girls';  student  government;  student  body  organization;  literary 
societies;  music  clubs;  etc.  Of  still  greater  value  may  be  talks  on 
certain  courses,  such  as  Domestic  Science  or  Art,  Manual  Training, 
Music  or  Glee  Club,  Drawing,  etc.  Even  a  discussion  of  high  school 
English  might  be  of  interest  to  eighth  graders  if  presented  in  such  a 
way  as  to  arouse  their  interest.  Wherever  possible  arrange  that  these 
may  actually  be  given  to  eighth  grade  students. 

Story  telling:  If  time  permits,  practice  on  stories  suitable  for  fire- 
light gatherings — that  is,  the  informal  group  of  friends.  Among  these 
may  be  stories  merely  entertaining,  such  as  ghost  stories,  in  which  culti- 
vate atmosphere;  they  may  be  detective  stories,  or  stories  of  interesting 
happenings  to  relatives  or  friends,  that  is,  true  stories;  or  stories  of 
animals. 

In  the  course  of  the  term  have  each  student  acquaint  himself  with 
some  story  of  what  happened  in  the  early  life  of  the  town.  These  stories 
may  be  had  from  parents  or  grandparents,  or  friends  who  are  especially 
interested  in  local  history,  or  from  an  early  settler  who  will  delight  in 
telling  his  story. 

These  should  be  given  to  the  class  by  the  students. 

Speech-making :  Organize  the  class  into  groups  for  after-dinner 
speeches.  Assign  to  certain  students  the  position  of  toast-master  and 
aid  them  in  selecting  general  themes  for  talks  and  assigning  subdivisions 
to  others.  Have  the  head  of  each  group  conduct  his  section  of  the  class 
hour  as  at  a  dinner.    Beware  of  choosing  too  large  a  subject. 

See  Clippinger,  Chapter  X,  Section  16,  page  303,  Section  26,  page  323. 

LITERATURE 

Texts  :    Long,  English  Literature.    Classics  as  indicated. 

I.  Sir  Roger  de  Coveri.y  Papers.  Suggested  selections:  The  Spectator, 
No.  1;  The  Spectator  Chib,  No.  2;  Sir  Roger's  Servants,  No.  107; 
Sir  Roger  and  Will  Wimble,  No.  108;  Sir  Roger's  Ancestors,  No. 
109;  Sunday  with  Sir  Roger,  No.  112;  Sir  Roger  in  Love,  No.  113; 
Moll  White,  the  Witch,  No.  117;  Country  Manners,  No.  119. 

A.  See  introduction  under  Essay. 

B.  Study  characters,  especially  method  of  treatment. 

C.  Humor  and  satire. 


ENGLISH  71 


D.  Manners  and  customs. 

E.  Characteristic  of  informal  essay. 

II.  Carlyle's  Essay  on  Burns,  and  Burns'?  poems  in  the  Ginn  &  Com- 
pany edition. 

A.  See  introduction  under  Essay. 

B.  Ethical  quality  and  human  appeal. 

C.  Estimates  of  a  man's  worth. 

D.  Treatment  of  poetry  as  an  expression  of  sincerity  of  author.  (Es- 
tablished standards  for  judging  poetry  and  use  in  reading  of  mod- 
ern poetry.)    Compare  modern  poets,  Brooks,  Seeger,  with  Burns. 

E.  Model  for  more  formal  essay. 

III.  Silas  Marner.    (See  introduction  under  Novel.) 

A.  Preliminary  work  in  class. 

B.  Time  for  reading. 

C.  Discussion:    In  "Silas  Marner"  stress  character. 

IV.  Suggestions  for  Further  Class  Reading: 

A.  The  Vicar  of  Wakefield. 

B.  Dr.  Jekyll  and  Mr.  Hyde. 

C.  Poems  of  the  Great  War.  (These  may  well  be  used  after  the  study 
of  the  Burns  essay  and  poems.  If  the  poems  are  accessible  pupils 
may  read  and  give  reports  on  them;  if  not  accessible  to  the  class, 
the  teacher  can  read  them.) 

Smith    of    the    Third    Oregon — Mary    Carolyn    Davis.      (Also    known    as 

"Autumn  in  Oregon."    May  be  found  In  the  volume  "Drums  in  Our  Streets" 

and  in  McClure's,   October,   1918.) 

The  Spires  of  Oxford — Winifred  M.  Letts.    (In  a  Treasury  of  War  Poetry 

— Houghton-Mifflin,  p.  87.) 

Vive   La   France! — Charlotte  Holmes  Crawford.     (In   a   Treasury   of  War 

Poetry,  p.   31.) 

Fleurette — Robert  W.  Service.     (In  Rhymes  of  a  Red  Cross  Man,  and  also 

in  a  Treasury  of  War  Poetry,  p.   21.5.) 

The  Soldier — Rupert  Brooke.     (In  a  Treasury  of  War  Poetry,  p.   1.52.) 

Campagne — 1914-1915 — Alan    Seeger.      (In    a    Treasury    of    War    Poetry, 

p.   160.) 

I  Have  a  Rendesvouz  With  Death — Alan  Seeger.     (In  a  Treasury  of  War 

Poetry,  p.   151.) 

In    Flanders   Fields — Col.   John   McCrae.     (In   the   Ladies'    Home   Journal, 

November,  1918.) 

In  the  Midst  of  Them — Margaret  Bell  Marril.    (In  School  Service.) 

Old   Glory — Riley. 

America  for  Me — Van  Dyke. 

Study  essay  type  and  development  from  Long's  History  of  English  Lit- 
erature. Without  much  attention  to  minuteness  bring  out  the  salient 
features  on  rise  of  the  novel. 

MINIMUM  ESSENTIALS 

ELEVENTH  GRADE 
To  pass  in  junior  English  one  must  meet  the  following  requirements: 

1.  Continue  the  requirements  for  freshman  and  sophomore  English. 

2.  Organize  material  into  an  acceptable  expository  outline.  Century 
Handbook,  86.    Clippinger,  pages  87-91. 

3.  Write  a  clear  report. 


72  COURSE  OF  STUDY 


4.  Apply  the  principles  of  unity,  coherence,  and  emphasis  in  sen- 
tences, paragraphs,  and  themes.  Century  Handbook,  pages  10-50.  Clip- 
pinger,  chapter  XVI. 

5.  Use  words  with  a  sense  of  discrimination.  Clippinger,  pages  233- 
239;  488-509.     Century  Handbook,  60-70. 

6.  Use  subjunctive  mood  when  the  sense  requires  it.  Century  Hand- 
book, 58,  55  d.     Clippinger,  page  544. 

7.  Determine  the  proper  sequence  of  tenses.  Century  Handbook, 
'^•3,  55.    Clippinger,  pages  197-204;  543. 

8.  Distinguish  between  the  restrictive  and  nonrestrictive  modifier, 
and  know  the  usage  in  regard  to  punctuating  either.  Century  Handbook, 
91  d.     Clippinger,  pages  430-437. 

9.  Eliminate  the  dangling  participle,  or  shift  the  sentence  structure, 
and  weak  and  divided  reference.  Century  Handbook,  20-27;  32,  33. 
Clippinger,  page  474. 

10.  Write  an  editorial  and  news  story.    Clippinger,  pages  251-269. 

11.  Spell  the  words  given  in  the  Century  Handbook,  page  79. 

12.  Distinguish  coordinate  conjunctions  from  subordinate.  Learn 
the  four  coordinate  relationships  and  seven  subordinate  relationships. 
Clippinger,  pages  440-449.     Century  Handbook,  36  and  39  d. 

13.  Recognize  the  relationships  expressed  by  the  relative  pronoun  and 
the  conjunctive  adverb.  Clippinger,  pages  440,  443.  Century  Handbook, 
17,  58. 

English  7 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Greever  and  Jones,  Century  Handbook  of  Writing. 
Time  required :    Four  weelvs. 

I.  Greever  and  Jones,  pages  3-88.   Four  weeks  (twenty  recitations) . 
A.  A  more  complete  study  of  the  principles  of  sentence  structure.    Do 
not  insist  upon  the  terminology  used  here,  but  make  clear  all  prin- 
ciples involved. 

1.    Whenever  possible,  bring  out  the  principles  through  grammati- 
cal analysis  and  diagramming.    (See  diagram  models.) 

COMPOSITION 
Written 

In  English  VII  the  cumulative  process  of  dealing  with  composition  is 
exemplified  in  the  study  of  argumentation.  This  form  of  discourse,  the 
fourth  to  be  studied,  is  now  quite  fully  treated,  with  exercises  in  the  draw- 
ing of  briefs,  and  in  the  presentation  of  proof  by  inductive  and  deductive 
reasoning,  and  the  effective  characteristics  of  persuasion.  Parliamentary 
law  is  discussed  and  practiced.  Debate  is  an  important  feature  of  the 
work.  The  organization  and  composition  of  the  long  debate,  involving 
library  research  and  wide  gathering  of  material,  is  the  consummation  of 
the  study  of  argumentation. 

There  should  be  nine  written  themes.  These  may  alternate  with  the 
oral  themes.  Three,  at  least,  should  be  themes  of  approximately  1,000 
words. 

Text :    Clippinger,  Written  and   Spolten   English,   Chapter  XII. 


ENGLISH  73 


THE  WHOLE  COMPOSITION 

I.    Argumentation,  the  chief  study  of  the  term,  calls  especially  for 
organization  and  for  obedience  to  the  principles  of  unity,  coherence 
and  emphasis. 
II.    Strive  for  Ease  and  grace  as  well  as  correctness  and  accuracy. 

III.  Relationship  between  argumentation  and  the  other  forms  of  dis- 
course. (See  English  I,  III  and  IV,  this  outline,  for  outlines  of  the 
four  kinds  of  discourse.) 

IV.  Reasoning,  an  essential  of  argumentation  and  persuasion.  De- 
fined, Clippinger,  page  389 : 

A.  Kinds: 

1.  Inductive,  Clippinger,  page  360.  Reasoning  from  particular 
facts  to  a  law. 

a.  Do  not  draw  conclusions  from  insufficient  evidence. 

b.  Test  all  evidence  to  see  that  it  is  true.    Do  not  accept  as 
true  evidence  that  is  not  true. 

2.  Deductive,  Clippinger.  page  362.  Reasoning  from  a  law  to 
a  particular  proposition. 

3.  Judgment,  Clippinger,  page  363.  Judgment  is  the  power  of 
seeing  relations  between  laws  and  particular  facts  and 
thereby  (a)  formulate  a  law  from  particular  facts  (induc- 
tive) or  (b)  arrive  at  a  particular  conclusion  by  comparing 
a  fact  with  a  general  law   (deductive). 

B.  Process  in  Act  of  Deductive  Reasoning,  Clippinger,  page  363: 

1.  A  law  or  general  reason,  stated  or  implied. 

2.  A  particular  reason. 

3.  The  conclusion.    (Example,  Clippinger,  page  365.) 

C.  The  Proposition    (corresponds  to  topic  sentence)  : 

1.  Errors  in  the  major  premise,  assuming  that  a  law  is  true 
when  it  is  not  necessarily  true. 

2.  Errors  in  the  reason:  (a)  Giving  a  reason  that  is  not  true; 
(b)  giving  a  reason  that  does  not  help  prove  the  preposition. 

3.  Errors  in  the  conclusion,  assuming  that  the  conclusion  is 
governed  by  the  law  when  it  is  not  necessarily  governed 
by  it. 

D.  Forms  of  Deductive  Reasoning,  Clippinger,  page  369: 

1.  From  cause  to  effect.    (See  Paragraph,  English  III,  IV.) 

2.  From  effect  to  cause. 

3.  By  analogy  based  on  the  principle  that  when  one  law  is 
applied  to  two  similar  cases  the  conclusion  should  be  the 
same  or  similar. 

4.  Reduction  to  the  absurd;  sometimes  a  form  of  analogy.  (Ex- 
ample, Clippinger,  page  37L) 

V.    Argumentation.   Clippinger,  pages  132-150. 

A.  Definition.  Clippinger,  page  132. 

B.  Subject,  general  idea  or  term. 

C.  The  Proposition   (corresponds  to  topic  sentence)  : 

1.  Must  be  definitely  and  accurately  stated.  Clippinger,  page 
143. 

2.  Should  comprehend  the  issues. 


74  COURSE  OF  STUDY 


3.  Should  limit  the  question.   Clippinj>:er,  page  144. 

4.  Terms  in  proposition  should  be  defined  by  agreement.   Clip- 
pinger,  page  145. 

D.  Methods  of  Argumentation : 

1.  By  reasoning  (see  above,  IV). 

2.  By  appealing  to  the  emotions. 

E.  Evidence — Proof  of  the  Proposition : 

1.    Assertion   is  not  evidence;   it  must  be  supported  by  logic, 
facts,  or  authority. 

F.  The  Issues: 

1.  Points  of  controversy. 

2.  The  "special  issue,"  the  one  reason  upon  which  the  argument 
depends. 

VI.    The  Brief.   Clippinger,  388. 

A.  Definition.    The  brief  is  an  outline  or  summary  of  the  explana- 
tion and  the  evidence  used  in  the  argument. 

B.  Principal  Parts: 

1.  Introduction : 

a.  Tells  how  question  arises,  and  gives  all  necessary  infor- 
mation for  intelligent  reading  of  the  brief. 

b.  Defines  all  terms. 

c.  Notes  points  admitted  by  both  sides. 

d.  States  the  issues. 

2.  Discussion  (brief  proper)  : 

a.  Main  proposition. 

b.  Supported  by  subordinate  propositions. 

c.  Which  in  turn  may  be  supported  by  propositions  of  minor 
grade. 

d.  Main  divisions  correspond  to  main  issues. 

e.  All  divisions  framed  as  complete  statements. 

f.  Transitions  from  main  to  subordinate  and  minor  state- 
ments should  be  clearly  expressed,  usually  by  "for"  or 
"because." 

g.  Obeys  the  principles  of  unity,  coherence,  and  emphasis. 
Coherence  especially  important. 

3.  Conclusion: 

Analyzes    and    summarizes    the    argument,    with    clinching 
statement  of  the  conclusion.     (Example  of   Brief,   Clip- 
pinger, pages  390,  391.) 
VII.    Letters: 

Write  argumentive  letters;    e.  g.,  Clippinger,  chapter  XII,  section  13. 
Review  all  business  letters. 

Write  letters  the  purpose  of  which  is  to  convince,  such  as  in  trying 
to  sell  goods,  or  to  ai'gue  a  business  or  political  proposition.  Remember 
that  tact  consists  largely  in  remembering  the  other  man's  viewpoint.  See 
Clippinger,  chapter  IV,  especially  section  14,  page  127;  section  5,  page 
120;  and  section  31,  page  148. 

Write  letters  to  seniors  in  other  schools,  or,  if  satisfactory  arrange- 
ments can  be  made,  to  college  students. 


ENGLISH  75 


VIII.    Theme  Subjects: 

A.  Suggested  by  the  literature  studied. 

1.  Outline  Hamlet,  writing  a  summary  for  each  act  and  scene. 

2.  Write  a  short  narration  of  modern  times,  in  which  the  char- 
acters, though  modern,  have  the  characteristics  of  some  of 
the  people  in  Henry  Esmond. 

3.  Outline  the  speech  chosen  from  the  suggestions  for  study. 

B.  Write  a  story,  having  outlined  the  plot,  and  make  use  of  narra- 
tion, description  and  exposition  in  developing  it. 

C.  Use  the  suggestions  in  Clippinger,  chapter  XII,  section  9,  page 
372;  section  11,  page  373. 

D.  Write  argumentative  themes  using  questions  of  school  and  com- 
munity interest,  or  of  state  and  national  interest;  e.  g.,  all  stu- 
dents should  vote  in   a  student  body  election.    Our  town    (or 

school)    should  organize  a  tennis  club.    street  should  be 

improved. 

E.  Write  newspaper  reports  of  debates  held,  summing  up  the  ar- 
guments of  both  sides,  using  the  essentials,  and  making  the 
report  unprejudiced. 

F.  For  good  English  week  let  the  students  choose  their  own  sub- 
jects and  the  foi-m  which  they  shall  take  unless  the  teacher  has 
a  preference. 

G.  In  all  written  work  insist  on  use  of  a  better  word  where  poverty 
of  vocabulary  is  evident. 

Oral 

There  should  be  nine  oral  compositions,  which  may  alternate  with  the 
written  compositions. 

Debate:  Use  formal  debate  on  subjects  involving  considerable  re- 
search and  organization  of  materials.  Present  these  debates  as  features 
of  the  meetings  organized  for  parliamentary  practice.  They  may  also 
be  given  before  literary  societies  or  student  body  meetings.  They  may 
be  held  between  classes  or  sections  of  the  same  class. 

Give  each  student  drill  in  arguing  for  both  sides  of  a  question.  Where 
the  subject  is  large,  one  assignment  may  consist  of  work  on  one  side, 
followed  by  the  other. 

Review  the  sections  on  argumentation  in  Clippinger,  chapter  IV,  and 
use  the  assignments  for  oral  work  made  therein.  Use  also  Clippinger, 
chapter  12,  section  21,  page  386;  section  31,  page  402. 

Organize  groups  headed  by  chairmen,  for  giving  talks  for  club  or 
social  orgsnizations.  As  in  work  on  after-dinner  speeches  in  English  VI, 
the  chairrt-en  may,  with  the  advice  of  the  teacher,  decide  upon  the  main 
topic  ard  assign  its  subdivisions.  These  should  be  more  formal  than  the 
after-dinner  speeches. 

Story  telling:  Tell  stories  for  children  past  the  fairy-tale  age — adven- 
ture, hero  stories,  true  nature  stories. 

Exposition  and  description :  Describe  accurately  birds,  flowers  or 
ti-e^G  v'h7"h  ycu  know,  assuming  that  the  class  does  not  know  about  them. 
Give  details  about  the  appearance,  habits,  etc. 


76  COURSE  OF  STUDY 


LITERATURE 

Text:    Long.   English  Literature.    Classics  as   indicated. 

I.  Hamlet 

A.  Theme  and  justification  of  its  treatment. 

B.  Stress  on  subjective  development  in  character. 

C.  Development  of  Nemesis. 

II.  Henry  Esmond — (See  Novel  in  Introduction) 

A.  Thackeray's  use  of  history. 

B.  Character  development  and  contrasts. 

C.  Characteristics  of  Thackeray's  style. 

III.  Speeches — Choose  one  from 

A.  Conciliation  Avith  America — Burke. 

B.  Cooper  Union  Speech — Lincoln. 

(Selections  from  Lincoln — Scott^  Foresman  &  Co.) 

C.  Democracy — Lowell — (Democracy  Today.) 

D.  Why  We  are  at  War — Lane — -(Democracy  Today.) 

IV.  Suggestions  for  Further  Class  Reading: 

A.  Mosses  from  an  Old  Manse — Hawthorne. 

B.  The  House  of  Seven  Gables — Hawthorne. 

C.  The  Raven,  Annabel  Lee,  The  Bells— Poe. 

D.  Each  and  All — Emerson. 

E.  The  Stirrup  Cup — Lanier. 

(In  a  Little  Book  of  American  Poets.) 

F.  The  Rise  of  Silas  Lapham — Howells. 

English  8 
GRAMMAR  AND  SENTENCE  STUDY 

Text :    Greever  and  Jones,  Century  Handbook  of  Writing. 
Time  required  :    One-half  of  term  or  appioximately  nine  weeks. 

I.  Greever  and  Jones,  pages  89-117. 

A.  For  review  follow  the  outlines  of  English  1  and  English  2  in  this 
course.     Four  weeks   (twenty  recitations). 

B.  Take  up  points  in  grammar  omitted  in  first  year.     Two  weeks  (ten 
recitations) . 

1.  Subjunctive  mode- — page  100. 

2.  Emphatic  and  progressive  conjunctions — page  110. 

3.  Subject  of  infinitive — page  90. 

4.  Use  of  shall  and  tvill  and  should  and  tvoiild — pages  96  and  113. 

5.  Form.s  and  uses  of  sit,  set;  lie,  laj';  rise,  raise — page  114. 

C.  Drill  carefully  and  thoroughly  upon  correct  usage  and  principles 
involved.     Three  weeks   (fifteen  recitations). 

1.  Agreement  of  subject  and  verb. 

2.  Agreement  of  pronoun  with  its  antecedent, 

3.  Clear  reference  of  pronouns. 

4.  Correct  placing  of  modifiers. 

5.  Proper  sequence  of  tenses. 

6.  Careful  distinction  between  adjectives  and  adverbs. 

7.  Correct  case  forms  of  pronouns. 

8.  Correct  use  of  verbals. 


ENGLISH ^2 

COMPOSITION 

Written 

Attention  in  this  closing  term  of  the  English  course  should  be  directed 
first  to  a  review  of  the  whole  field  in  such  a  way  as  to  disclose  any 
essential  gaps  or  weaknesses  in  the  training  of  the  class.  As  these  appear, 
vigorous  effort  should  be  made  to  round  out  and  complete  the  training. 
This  being  accomplished,  attention  may  be  devoted  to  furthering  the 
special  tasks  in  composition  that  the  members  of  the  class  may  have 
under  way,  either  for  commencement  events,  student  publications,  or 
community  activities.  Book  reviews,  or  reports  in  the  form  of  literary 
criticism,  covering  books  read  in  connection  with  the  study  of  literature 
and  the  "list  of  books  for  reading,"  should  be  a  feature  of  the  work. 
Verse  writing,  in  connection  with  the  study  of  the  poems  assigned  for 
English  8,  may  become  a  feature  of  the  composition  work  where  con- 
ditions are  opportune.  In  any  case,  let  the  training  of  the  term  demand 
of  students  the  fullest  response  in  the  essentials  of  organization,  definite 
literary  purpose,  and  conscientious  workmanship. 

Where  work  on  commencement  parts  is  equivalent  to  theme  work  it 
may  be  counted  as  part  of  the  requirement.  The  theme  reqquirements 
are  the  same  as  for  English  7. 

Text :    Clippinger,  Written  and  Spoken  English,  Chapter  XIII. 

THE  WHOLE  COMPOSITION 

I.  Review  the  principles  of  discourse   (unity,  coherence,  emphasis),  and 

the  qualities  of  style  (clearness,  force,  fitness). 

II.  Review  the  writing  of  the  specific  types  of  letters  assigned  in  English 

2,  3,  4,  .5,  especially  letters  of  application  and  of  business.  Write 
friendly  letters  with  a  purpose  of  persuading  your  friend  to  do 
something;  e.g.,  to  go  to  college. 

III.  Review  the  forms  of  discourse,  narration,  description,  exposition,  and 

argumentation,  including  debate. 

IV.  Take  up  the  Types  of  community  addresses,  news  writing  and  other 

papers  and  speeches  that  students  are  concerned  with  in  their 
school  and  community  life.  Make  this  work  individual  and 
thoroughly  practical. 

V.  Study  Clippinger,  chapter  XIII,  on  Poetry,  Figures  of  Speech,  and 

Properties  of  Style,  for  use  in  composition  inspired  by  the  study 
of  the  poems  assigned  for  English  8.  Verse  writing  may  accom- 
pany this  study. 

VI.  Further  Theme  Suggestions: 

A.  If  theme  entitled  "My  Ambition"  has  not  been  written  recently  it 
may  be  practical  this  semester,  as  it  will  require  definite  expres- 
sion and  may  aid  in  crystallizing  vague  ideas. 

B.  Use  selections  from  Tanner's  Essays  and  Essay  Writing  as  models, 
and  write  short  essays,  making  outlines  first.  See  titles  at  end 
of  book. 

C.  This  term  seniors  will  be  working  on  commencement  parts  and 
will  require  help  fifom  the  teacher.  Guard  against  neglecting  the 
work  of  those  who  have  no  such  parts. 

D.  The  amount  of  time  and  emphasis  put  on  verse  writing  may  depend 
upon  the  abilities  and  enthusiasms  of  the  class. 


78  COURSE  OF  STUDY 


Oral 

The  requirement  is  the  same  as  for  English  7.  Commencement  parts 
may  be  considered  as  part  of  the  required  woi-k. 

Exposition:  Assign  to  each  student  at  least  one  detailed  talk  on  some 
profession,  discussing  preparation,  personal  requirements,  duties,  agree- 
able and  disagreeable  features,  salaries,  method  of  obtaining   position,  etc. 

Poetry:  Recite  memorized  selections,  and  read  poems  aloud,  striving 
to  make  the  meaning  clear  and  to  express  the  rhythm. 

Story  telling:  Review  types  of  speech  and  story  telling,  discussing 
again  their  pi'acticability. 

Cojiversntion  exercise:  Review  especially  making  personal  application 
for  position. 

Book  revieiv :  Assign:  Discuss  a  book  before  your  classmates,  with 
the  idea  of  making  them  want  to  read  it.  Tell  them  about  it  in  such  a 
way  as  to  arouse  their  interest,  giving  only  enough  of  the  story  to  make 
them  want  to  finish  it.  Discuss  the  author  so  as  to  make  them  feel 
that  he  was  a  real  man — not  just  a  character  in  literature. 

LITERATURE 

Text :    Long,   English  Literature. 

I.  Wordsworth     j  Read  selections  from  "Poems  of 

II.  Keats  >  Wordsworth,  Keats  and  Shelley" — 

III.  Shelley         )  Ginn  &  Co. 

IV.  Tennyson — Lake  English  Classics. 

V.  Browning — Ginn  &  Co. 

VI.  Suggestions  for  Further  Class  Reading: 

A.  Byron — The  Prisoner  of  Chillon. 

B.  Austen — Pride  and  Prejudice. 

C.  Thackeray — The  Newcomes  or  Vanity  Fair. 

D.  Lamb — Dissertation  on  Roast  Pig. 

E.  Huxley — Autobiography  and  Lay  Sermons. 

F.  Boaz — Youth  and  the  New  World. 

G.  Jordan — Life's  Enthusiasms. 

H.  Meredith — Ordeal  of  Richard  Feverel. 

MINIMUM  ESSENTIALS 
TWELFTH  GRADE 

1.  Continue    the    requirements    for    freshman,    sophomore,    and    junior 
English. 

2.  Facility  in  the  use  of  various  types  of  sentence  form. 

3.  Write  various  types  of  letters  satisfactorily. 

4.  Write  the  minutes  of  a  business  meeting.     Clippinger,  pages  385,  386. 

5.  Write  a  brief.   Clippinger,  pages  388-393,  285-289. 

6.  Organization  of  a  theme  of  800-1,000  words  which  is  practically,  cor- 
rect in  spelling  and  punctuation  and  well  ordered  in  form. 


MATHEMATICS  79 


MATHEMATICS 

ALGEBRA 
GENERAL  SUGGESTIONS 

I.  All  definitions  should  be  explained  by  the  teacher,  formally  mem- 
orized by  the  pupil  and  frequently  applied. 

II.  In  all  of  the  abstract  work,  drill  is  the  essential  feature.  Much 
blackboard  and  seatwork  during  the  recitation  period  will  secure  accuracy 
and  rapidity.  The  exercises  in  the  adopted  text  should  be  supplemented 
by  a  large  number  from  other  texts.  "Skill  comes  by  doing,"  is  nowhere 
more  applicable  than  in  acquiring  facility  in  the  abstract  operations  in 
the  fundamentals  of  algebra. 

III.  Before  assigning  work,  introduced  for  the  first  time,  the  teacher 
should  give  sufficient  insight  into  the  operations  to  permit  the  pupil  to 
approach  the  preparation  of  the  lesson  with  some  degree  of  confidence. 

IV.  The  progress  of  many  pupils  in  the  solution  of  thought  problems 
is  slow  and  difficult.  Yet  progress  is  always  possible  if  the  pupil  is 
first  taught  to  express  himself  in  the  language  of  algebra,  and  the  prob- 
lems are  based  on  familiar  ideas.  Getting  into  the  swing  of  the  reasoning 
process  may  come  slowly,  but  it  will  come  surely  if  the  teacher  patiently 
illustrates,  where  the  ideas  are  obscure. 

The  following  apportionment  of  the  text  by  weeks  is  suggestive  only, 
as  the  previous  preparation  of  the  pupils,  and  their  aptitude  for  the 
subject,  must  modify  the  distribution  of  the  time: 

NEW  HIGH  SCHOOL  ALGEBRA 

1.  Pages      Ito    34. 

2-3.  Pages    34  to    54. 

4-9.  Pages    54  to    96. 

10-11.  Pages    96  to  111. 

12-18.  Pages  111  to  154. 

At  the  end  of  the  eighteenth  week,  a  pupil  should  be  able  to  recognize 
at  sight  the  different  types  of  factoring,  and  have  a  secure  grasp  of  their 
forms  and  methods.  Without  such  technical  skill,  progress  in  the  subject 
must  be  difficult. 

19.     Pages  154  to  ICO. 

20-24.     Pages  160  to  185. 

25-29.     Pages  185  to  206. 

30-31.     Pages  206  to  221. 

32-36.     Pages  221  to  244. 

37-44.     Pages  244  to  280. 

45-47.     Pages  280  to  297.    • 

48-54.     Pages  297  to  350  and  pages  381  to  386. 

(Omit  pages  297  to  303  inclusive.) 

With  the  average  class,  the  remaining  portions  of  the  text  should  not 
be  attempted  unless  another  half  year  be  devoted  to  it. 


80  COURSE  OF  STUDY 


GEOMETRY 

GENERAL  SUGGESTIONS 

I.  Definitions  should  be  explained  by  the  teacher,  memorized  by  the 
pupil,  and  applied  as  they  are  needed. 

II.  Require  from  the  pupil,  always,  a  complete  proof,  to  prevent  the 
serious  error  of  permittinff  him  to  feel  contented  with  loose  and  slipshod 
reasoning,  which  prevents  the  main  purpose  of  the  instruction  in  geometry. 

III.  Ample  opportunity  for  cultivating  the  originality  and  exercising 
the  ingenuity  of  the  pupil  is  found  throughout  the  text.  Time  may  not 
permit  the  working  out  of  all  the  exercises;  but  from  one-third  to  one- 
half  of  the  whole  number  should  be  solved.  The  teacher  should  change 
the  selections  from  year  to  year. 

IV.  To  prevent  the  pupils  memorizing  the  proofs,  require  all  figures 
to  be  numbered  differently  from  tho.se  on  the  text. 

V.  For  the  first  month,  not  more  than  one  or  two  propositions  should 
be  assigned  in  advance,  with  several  always  in  review.  As  a  pupil  finds 
himself  in  the  subject,  he  will  woi'k  understandingly  and  confidently. 

First  half  year,  Books  I  and  II. 
Second  half  year,  Books  III,  IV  and  V. 
Third  half  year,  Durell  and  Arnold,  complete. 

HIGHER  ARITHMETIC 
Wells  Academic  Arithmetic,  complete. 


SCIENCE 81 

SCIENCE 

The  aim  of  the  study  of  the  natural  sciences  in  the  high  school  is  to 
acquaint  the  student  with  the  earth  on  which  he  lives  and  with  the  laws 
which  govern  the  agencies  and  forces  which  act  upon  it;  to  give  him  a 
knowledge  of  the  life  of  the  earth  and  its  interrelationships;  in  fact,  to 
lead  the  student  to  seek  the  natural  explanation  of  the  physical  and 
biological  phenomena  which  he  sees. 

The  teacher  should  endeavor  to  show  the  students  the  connection 
between  the  various  sciences.  Special  emphasis  should  be  given  the 
laboratory  work.  It  should  be  the  central  feature  of  a  science  course, 
the  textbook  being  considered  as  an  accessory  which  verifies,  extends 
and  ties  together  what  the  student  has  gained  from  observation  and 
experiment.  It  brings  the  student  in  touch  with  the  actual  things,  and, 
if  properly  conducted,  will  aid  in  developing  his  power  of  independent 
judgment.  Laboratory  work,  however,  should  not  be  overestimated.  Do 
not  expect  the  student  to  rediscover  all  the  laws  of  science  or  to  prove 
them.  The  untrained  student  can  not  build  up  an  entire  science  from 
the  more  or  less  isolated  data  gained  in  the  laboratory. 

The  student  should  have  a  definite  aim  and  know  the  means  by  which 
he  expects  to  accomplish  that  aim  before  he  starts  his  experiment.  His 
apparatus  should  be  clean  and  in  order  and  his  notebook  at  hand.  He 
should  be  required  to  follow  a  definite  order  in  recording  the  results  of 
his  experiment.  The  notes  should  be  written  neatly  in  ink  in  a  perma- 
nent notebook.  The  field  and  laboratory  notes  should  be  kept  in  the 
same  book.  A  project  method  is  recommended  for  the  field  and  laboratory 
work.  Every  teacher  of  science  would  find  it  profitable  to  read  Steven- 
son's "The  Project  Method,"  published  by  MacMillan. 

Occasional  field  trips  should  be  taken  in  each  of  the  sciences.  There 
is  no  way  in  which  a  teacher  can  more  thoroughly  impart  his  own  en- 
thusiasm than  by  means  of  field  trips.  The  trips  should  be  made  with 
definite  purpose.  The  teacher  should  investigate  the  ground  beforehand 
and  should  know  just  what  is  to  be  accomplished.  The  student  should 
know  in  advance  the  purpose  of  the  excursion;  he  should  be  required  to 
make  a  clear,  concise,  written  report  of  the  observations  he  has  made 
and  the  conclusions  he  has  drawn.  The  successful  teacher  is  the  one  who 
induces  his  students  to  explore  the  world  of  science  for  themselves. 

In  the  following  courses  three  of  the  five  weekly  class  periods  should 
be  given  to  recitations  and  quizzes  and  two  to  laboratory  and  field  work. 
The  laboratory  periods  should  be  of  double  length. 


82  COURSE  OF  STUDY 


GENERAL  SCIENCE 

Text — First  Year  of  Science,   Snyder. 

Laboratory — Manual  of  Experiments  in  Elementary  Science,  Curtis. 

The  aim  of  general  science  is  to  give  the  student  a  brief  survey  of  the 
earth  in  its  relation  to  man,  of  the  common  phenomena  which  have  con- 
tributed to  its  history,  and  how  these  phenomena  have  been  employed  by 
man  for  his  own  benefit.  Through  this  study  the  student  should  become 
somewhat  acquainted  with  nature  and  its  processes,  and  with  the  fact 
that  the  various  sciences  are  based  on  the  knowledge  which  man  has 
gained  through  his  observation  and  experiments. 

Numerous  field  excursions  should  be  made  in  connection  with  this 
course.  Knowledge  is  gained  much  more  rapidly  and  thoroughly  through 
observation  under  direction  and  suggestion  than  through  textbook  study. 
Many  interesting  experiments  can  be  made  in  the  laboratory.  This 
laboratory  work  should  be  made  a  vital  part  of  the  course.  Much  use 
should  be  made  of  the  laboratory  manual,  always  anticipating  the  class- 
room work. 

Attention  should  be  given  to  the  geographical  factor  in  history.  Some 
discussion  of  this  character  will  be  found  in  the  text  and  supplementary 
reading  may  be  assigned  by  the  teacher.  Topographic  maps  will  prove 
of  great  interest  and  assistance  in  the  study  of  the  various  land  forms. 
They  may  be  obtained  from  the  U.  S.  Geological  Survey,  Washington, 
D.  C,  at  a  nominal  cost. 

References : 

Chamberlin  and  Salisbury :    College  Geology. 
Pir.son  and  Schuchert :    Textbook  of  Geology. 
Moulton  :    Astronomy. 
Harrington  :    About  the  Weather. 

See  reference  lists  in  other  sciences. 

A  few  of  the  more  important  topics  are  mentioned  in  the  following 
outline,  with  a  suggested  division  of  time. 

FIRST  SEMESTER 

Chapter  I.    The  Earth  and  Its  Neighbors.    One  week. 

Observation  of  the  evening  sky  should  be  made,  the  teacher  pointing 
out  the  planets  and  the  brighter  constellations.  Explain  why  the  same 
constellations  are  not  visible  at  all  times  during  the  year.  Consult  some 
late  text  in  geology  or  astronomy  for  a  discussion  of  the  planetesimal 
hypothesis  of  the  origin  of  the  earth. 

Chapter  II.    The  Planet  Earth.    Two  weeks. 

Careful  study  of  the  cause  of  day  and  night  and  of  the  seasons  should 
be  made.  Experiments  from  the  manual  illustrating  the  methods  of 
determining  these  points  may  be  assigned  the  students  in  the  laboratory. 

Chapter  III.    Gifts  of  the  Sun  to  the  Earth.    Two  weeks. 

Study  should  be  directed  to  the  changes  in  the  earth  which  are 
brought  about  by  heat  and  light  and  how  man  has  utilized  these  energies. 

Chapter  IV.    The  Earth's  Crust.    Four  weeks. 

Field  trips  should  be  made  to  study  the  land  surfaces  and  land  forms 
in  the  vicinity.     Collections  of  rocks  and  minerals  and  of  different  kinds 


GENERAL  SCIENCE  83 


of  soils  may  be  made  for  laboratory  study.     Attention  should  be  directed 
to  the  weathering  agents  and  to  the  process  of  soil  formation. 

Chapter  V.    The  Atmosphere  of  the  Earth.    Four  weeks. 

See  the  planetesimal  hypothesis  for  the  latest  explanation  of  the 
origin  of  the  atmosphere.  Have  each  student  make  daily  observation  and 
record  of  the  weather.  Daily  weather  maps  can  be  obtained  free  of 
charge  from  the  nearest  government  station.  Study  the  relation  of 
barometric  pressure  to  cyclone  areas  and  trace  the  direction  and  rate  of 
movement  of  storm  centers 'on  the  government  maps.  Discuss  in  detail 
the  relation  of  the  amount  and  time  of  regional  rainfall  to  the  life  of  the 
earth.     Methods  of  weather  prediction. 

Chapter  VI.    The  Live  Part  of  the  Earth.    Two  weeks. 

Show  the  relationships  existing  between  plants  and  animals.  Study  the 
main  divisions  of  plants  and  animals.   Methods  and  control  of  distribution. 

SECOND   SEMESTER 

Chapter  VII.  The  Life  of  the  Earth  as  Related  to  Physical  Con- 
ditions. Two  weeks. 
Call  particular  attention  to  the  history  of  life.  If  fossils  are  available, 
specimens  should  be  shown  and  discussed.  The  life  of  the  present  is  the 
result  of  long  ages  of  development.  The  present  distribution  of  life  (dis- 
regarding what  has  been  done  by  man)  is  due  largely  to  the  physical 
conditions  of  the  past  geologic  ages.  Discuss  the  barriers  to  distribution ; 
sea,  ocean  currents,  land  forms,  climate,  etc.  Do  the  animals  and  plants 
adapt  themselves  to  the  conditions  of  the  region,  or  are  they  able  to  live 
there  because  they  are  already  adapted?  Influence  of  man  on  the  life  of 
the  earth. 

Chapter  VIII.    The  Sea.    Two  weeks. 

Discuss  the  conditions  of  life  in  the  sea;  control  of  distribution;  com- 
pare control  of  distribution  on  the  land  and  in  the  sea.  Do  the  same 
factors  operate?  Value  to  man.  The  commercial  activities  of  man  are 
vitally  affected  by  currents,  etc.  More  time  can  be  profitably  given  to 
this  chapter  by  schools  near  enough  to  the  ocean  to  make  occasional  trips 
along  the  shore. 

Chapter  IX.    Coast  Lines.    Two  weeks. 

Field  trips  to  a  pond  or  lake  will  prove  interesting  in  connection  with 
the  study  of  this  chapter.  Note  the  various  agencies  that  work  to  change 
coast  lines  and  those  that  work  to  protect  them,  viz:  waves,  currents, 
plant  and  animal  growths,  etc.  Man  is  greatly  influenced  by  coast  lines; 
the  harbor  facilities  of  a  country  largely  determine  the  amount  of  its 
foreign  commerce.  Compare  the  eastern  and  western  coast  lines  of  the 
United  States  with  respect  to  length,  harbors,  relation  to  the  hinterland, 
etc.     Note  the  effect  of  coast  lines  in  history. 

Chapter  X.    Water  Sculpture.    Four  weeks. 

Take  field  trips  to  study  the  work  of  running  water.  These  phenom- 
ena are  usually  better  illustrated  along  small  streams  and  on  hillsides. 
Particular  attention  should  be  called  to  the  rapid  denudation  of  cleared 
slopes.     The  effects  of  deforestation  on  erosion  and  on  climate  is  of  great 


84  COURSE  OF  STUDY 


importance  in  Oregon.  Discuss  the  life  history  of  lakes  and  rivers.  Note 
the  effect  of  lakes  and  rivers  in  history,  particularly  in  the  settlement 
of  new  regions  and  in  the  development  of  new  industries. 

Chapter  XI.    Ice  and  Wind  Sculpture.    Two  weeks. 

Glacial  erosion  and  deposition  have  been  important  factors  in  the 
carving  of  the  surface  of  North  America.  While  Oregon  was  not  covered 
to  any  great  extent  by  the  great  continental  glaciers,  alpine  glaciation  has 
played  its  part  in  some  of  the  more  mountainous  areas.  The  phenomena 
of  snow  and  ice  erosion  may  be  observed  around  ponds  and  on  hillsides 
in  the  colder  portions  of  the  state. 

Chapter  XII.    The  Low  Areas  of  the  Earth.    One  week. 

Study  foi-matiori  and  kinds  of  plains  and  discuss  their  economic  im- 
poi'tance.  Note  the  importance  of  plains  in  history;  in  the  devolpment 
of  industry;   in  times  of  peace  and  of  war. 

Chapter  XIII.    The  High  Areas  of  the  Earth.    Two  weeks. 

In  the  study  of  this  chapter  particular  attention  should  be  given  to 
the  life  history  of  mountains  and  plateaus,  to  their  importance  in  history. 
Mountains  act  as  effective  barriers  to  many  forms  of  life.  Call  attention 
to  instances  in  history  where  they  have  been  important  barriers  to  man's 
activities. 

Chapter  XIV.    Volcanoes.    One  week. 

Consult  a  textbook  in  geology  for  causes  of  vulcanism.  Study  the 
volcanic  rocks  in  the  vicinity.     Note  the  distribution  of  volcanoes. 


PHYSIOLOGY  85 


PHYSIOLOGY 

Text:    Advanced  Physiology  and  Hygiene,   Conn  and  Budington. 

Supplomentary :  Elementary  Hygiene  and  Care  of  the  Sick,  Delano.  First 
Aid,   Lincoln. 

The  aim  of  the  high  school  physiology  course  is  to  aid  the  student  to 
an  understanding  of  the  normal  activities  of  the  human  body  and  of  the 
hygienic  conditions  which  must  be  maintained  in  order  to  preserve  good 
health. 

Physiological  facts  can  not  be  intelligently  understood  without  some 
knowledge  of  anatomy.  For  this  reason  it  is  suggested  that  laboratory 
work  be  made  an  important  part  of  the  course.  Dissection  of  a  dog  or  a 
cat  should  be  made  under  the  careful  supervisions  of  the  teacher.  The 
structure  of  the  various  organs  should  be  noted  and  the  nervous,  circula- 
tory, and  digestive  systems  traced.  The  laboratory  work  should  be  kept 
in  advance  of  the  classroom  study. 

References : 

Martin  :    Human  Body. 

Sadler  :    Science  of  Living. 

Bryce  :    Laws  of  Life  and  Health. 

The  following  topical  outline  is  suggested: 
First  Six  Weeks.   Chapters  1-8. 

1.  Chemical  composition  of  living  material;  reaction  of  irritable  sub- 
stances to  stimulation;    metabolism. 

2.  Digestive  system.  Composition  of  foods,  dietetics;  digestion  of 
food;  processes  of  digestion;    absorption  of  food. 

3.  The  laboratory  work  of  this  period  should  consist  of  experiments 
in  the  reaction  of  irritable  substances  to  natural  and  artificial 
stimulation  and  to  dissection  of  digestive  organs. 

Second  Six  Weeks.    Chapters  9-16. 

1.  The  circulatory  system;  the  respiratory  system;  the  excretory 
system.     The  skeleton. 

2.  Laboratory  work  on  the  circulatory,  respiratory  and  excretory 
systems.     Structure  of  the  skeleton. 

Third  Six  Weeks    Chapters  17-23. 

1.  The  muscles;  the  nervous  system;  special  sense  organs. 

2.  Public  health. 

3.  Tracing  the  nervous  system  in  the  laboratory.  Dissection  of  eye 
and  ear.     Field  study  of  public  health  from  results  to  cause. 


86  COURSE  OF  STUDY 


BOTANY 

Text :     Practical  Botany,   Bergen   and  Caldwell. 

It  should  be  the  aim  in  this  course  that  the  student  gain  a  general 
knowledge  of  the  life  processes  and  adaptations  of  plants,  the  interde- 
pendence of  plants  and  animals,  and  an  appreciation  of  the  local  flora. 

Since  the  student  in  his  everyday  life  deals  more  with  the  flowering 
plants,  much  of  the  time  should  be  devoted  to  this  group.  Some  study 
should  be  made  of  the  evolution  of  the  nonflowering  forms.  Attention 
should  be  given  to  their  life  history  and  to  their  relation  to  the  flowering 
plants. 

Plant  ecology  is  one  of  the  most  important  divisions  of  botany.  On 
the  field  trips  the  teacher  should  take  particular  care  that  plant  com- 
munities are  observed  and  that  the  students  note  the  conditions  of  the 
habitat  of  each  plant,  list  the  plants  that  grow  in  a  given  area,  and 
determine  whether  particular  conditions  of  the  area  and  characteristics 
of  the  plants  account  for  the  group. 
References : 

Bergen  and  Davis :    Principles  of  Botany. 

Gag'er  :    F\indamentals  of  Botany. 

Sweetser  and  Kent :    Key  and  Flora. 

Jepson  :    School  Flora  of  the  Pacific  Coast. 

Frye  and   Riggs :    Elementary   Flora  of  the  Northwest. 

Conn  :    Bacteria,  Yeasts  and  Molds  in  the  Home. 

Coulter-Nelson:    New  Manual   of  Rocky  Mountain   Botany. 

First  Six  Weeks. 

During  this  period,  take  up  the  sti'ucture  and  work  of  plants.  The 
student  should  gain  a  sufficient  knowledge  of  the  parts  and  descriptive 
terms  to  enable  him  to  use  a  key. 

Second  Six  Weeks. 

Economic  phases  and  ecology.  Attention  should  be  given  to  geographic 
distribution,  particularly  of  the  economic  forms. 

Third  Six  Weeks. 

This  period  should  be  devoted  to  a  study  of  the  flowering  plants.  The 
student  should  complete  a  herbarium  of  at  least  thirty  plants,  completely 
identified  and  labeled.  Sweetser's  Key  and  Flora  may  be  used  for  the 
identification  of  the  plants.  The  following  form  is  suggested  as  a 
herbarium  label : 

Herbarium    of    

Order     : 

Genus .; 

Species    '. 

Common    name   ; _ 

Habitat 

Locality    

Date 


BIOLOGY 87 

BIOLOGY 

.'ext:    A  Civic   Biolog>',   Hunter. 

The  course  in  biology  should  be  governed  by  the  environment  and 
interest  of  the  class.  The  work  should  be  largely  in  the  field  and  the 
laboratory,  supplemented  and  verified  by  the  textbook.  The  course 
should  be  carefully  planned  by  the  teacher,  keeping  in  mind  the  use  of 
seasonal  material  that  can  be  obtained.  Collection  of  material  should  be 
made  on  the  field  trips  for  later  laboratory  study.  Studies  based  on  the 
material  collected  and  observed  on  these  trips  are  of  much  greater  value 
than  those  made  on  material  secured  or  produced  in  artificial  environ- 
ment. The  laboratory  work  should  be  kept  in  advance  of  the  text  work. 
A  guide  has  been  prepared  by  the  author  of  the  text  which  contains  many 
interesting  experiments. 

There  are  a  number  of  problems  that  a  biology  class  may  take  up  as 
field  work  that  will  prove  both  interesting  and  profitable.  For  example, 
a  survey  of  the  noxious  weeds  of  the  vicinity  may  be  made,  the  areas 
where  they  grow  mapped  and  means  of  eradicating  them  discussed.  In 
a  similar  manner  surveys  of  areas  that  might  be  breeding  grounds  for 
disease  may  be  made.  A  survey  of  the  birds  of  the  region  may  be  made 
and  their  habits  studied.  In  cooperation  with  the  manual  training  depart- 
ment bird  houses  could  be  put  up  and  interesting  colonies  developed. 

An  excellent  outline  for  the  course  is  given  in  the  appendix  of  the 
textbook.  It  is  suggested  that  this  outline  be  followed  as  closely  as 
conditions  will  permit.  A  list  of  laboratory  equipment  and  supplies  is 
given  on  page  418  of  the  text.  In  the  smaller  schools  where  all  of  this 
equipment  is  not  available,  m.any  substitutions  can  be  made  by  the 
teacher.  Each  pupil  should  provide  himself  with  a  scalpel,  a  small  pair 
of  scissors,  forceps,  two  or  three  teasing  needles,  a  towel,  soap,  and  with 
boxes  and  bottles  for  collecting  specimens. 

References : 

Sedgwick  and  Wilson  :    General  Biology. 

Needham  :    General  Biology. 

Calkins:    General  Biology. 

Bigelow :    Applied  Biology. 

Holmes  :    Elements  of  Animal   Biology. 

Shelford  :    Animal  Communities. 

Coulter  and  Patterson :    Practical  Nature  Study. 

Hodge  :    Nature  Study  and  Life. 

Herrick :    Insects  Injurious  to  the  Household. 

Smith :    Our  Insect  Friends  and  Enemies. 


88  COURSE  OF  STUDY 


PHYSICS 

Text :    First  Course  in  Physics,  Millikan  and  Gale. 
Laboratory  :    Xew  Laboratory  Manual  of  Physics,  Coleman. 

The  purpose  of  the  course  in  physics  is  to  lead  the  student  into  an 
understanding  of  the  physical  phenomena  continually  taking  place  about 
him.  The  daily  observation  of  the  student  is  the  base  on  which  the 
course  should  be  constructed.  He  already  knows  that  most  of  the  simple 
phenomena  do  occur,  and  it  remains  for  him  to  learn  why.  The  labora- 
tory work  should  form  an  integral  part  of  the  course.  Avoid  spending 
too  much  time  on  measurements. 

The  student  should  be  led  to  observe  the  principles  of  physics  that 
have  been  used  in  the  everyday  life  about  him.  Ti'ips  should  be  taken 
to  power  plants,  machine  shops  and  other  places  that  are  of  interest 
from  a  physical  standpoint. 

References : 

Tower,  Smith  and  Turton  :    Principles  of  Pliysics. 
Carhart  and  Chute  :    Physics  Witli  Applications. 
Jackson  :    Elementary  Electricity  and  Magnetism. 
Barton  :    Textbook  on  Sound. 


FIRST  SEMESTER 

Chapter  I.    Measurement.    One  week. 

The  student  should  familiarize  himself  with  the  methods  and  units  of 
measurement.  Skill  in  manipulation  will  be  acquired  as  the  student 
progresses  in  his  work  on  later  experiments.  Emphasize  the  necessity  of 
exact  work  in  science. 

Chapter  II.    Pressure  in  Liquids.    Two  weeks. 

Construct  a  hydraulic  press.  Study  Pascal's  Law.  The  application 
to  hydraulic  elevators,  city  water  supply,  etc.  Conduct  an  experiment  to 
illustrate  the  loss  of  weight  of  a  body  in  a  liquid.  Principle  of  Archi- 
medes and  its  applications. 

Chapter  III.    PRESSURE  IN  Air.    Two  weeks. 

Conduct  experiments  to  show  that  the  air  has  weight  and  exerts  pres- 
sure. Construct  a  mercury  barometer.  Study  the  aneroid  barometer. 
Boyle's  Law.     Pneumatic  appliances. 

Chapter  V.    Force  and  Motion.    Two  weeks. 

Definition  and  measurement  of  force.  Composition  and  resolution  of 
forces.     Galileo's  experiments.     Newton's  Laws  of  Motion. 

Chapter  VIII.    Work  and  Mechanical  Energy.    Two  weeks. 

Experiments  illustrating  the  law  of  the  lever  and  application  to 
machines.     The  principle  of  work.     Power  and  energy. 

Chapter  IX.    Work  and  Heat  Energy.    Two  weeks. 

Friction  and  wasted  work.  Efficiency.  Mechanical  equivalent  of 
heat;  heat  produced  by  friction;  by  collision;  by  compression.  Joule's 
experiments.   Specific  heat;  fusion;  vaporization.   Industrial  Applications. 


PHYSICS 89 

Chapter  X.    Transference  of  Heat.    One  week. 

Conduction;   convection;   radiation.     Application  of  principles. 
Chapter  IV.    Molecular  Motions.   Three  weeks. 

Kinetic  theory  of  gases.  Boyle's  Law.  Theories  of  the  formation  of 
the  atmosphere.  Properties  of  vapors.  Hygrometry.  Molecular  motions 
in  solids. 

Chapter  VI.    Molecular  Forces.    One  week. 

In  solids;  in  liquids;  absorption  of  gases. 
Chapter  VII.    Thermometry.     Expansion  Coefficient.     Two  weeks. 

Considerable  attention  should  be  given  to  experiments  on  the  expan- 
sion of  gases  and  solids  followed  by  a  careful  study  of  the  text. 

SECOND   SEMESTER 

Chapters  XI  to  XV.    Magnetism  and  Electricity.    Seven  weeks. 

Much  laboratory  work  should  be  done  in  connection  with  this  work. 
Electrical  appliances  should  be  studied  and  trips  to  the  power  plant  and 
electrical  companies  made,  motors,  electro-magnets,  telegraph  and  tele- 
phone instruments  are  interesting  projects. 

Chapters  XVI  and  XVII.    Sound.    Four  weeks. 

Careful  study  should  be  made  of  the  transmission  of  sound.  Labora- 
tory study  of  various  musical  instruments  can  be  carried  on. 

Chapters  XVIII  to  XX.    Light.    Five  weeks. 

Considerable  attention  should  be  given  to  the  subject  of  light.  Make 
a  careful  study  of  lenses  and  mirrors.  The  principles  of  optics  are 
important.  Visit  an  optometrist  and  ask  him  to  explain  the  uses  of  the 
ophthalmoscope,  opthalmometer,  phorometer,  and  skeascope.  The  student 
should  learn  the  proper  care  of  the  eyes,  and  of  the  importance  of  using 
correct  lenses. 

Chapter  XXI.    Invisible  Radiations.    Two  weeks. 

An  interesting  project  in  connection  with  this  subject  would  be  the 
construction  of  a  radio  receiving  set.  The  X-Ray  and  radioactivity  are 
important  subjects. 


90  COURSE  OF  STUDY 


CHEMISTRY 

The  study  of  chemistry  in  the  high  school  should  not  be  undertaken, 
in  general,  except  in  the  stronger  four-year  schools  where  adequate  funds 
are  available  for  competent  instruction  and  for  adequate  equipment.  It 
is  better  to  concentrate  the  resources  of  the  institution  upon  science  work 
in  general  science,  biclosy  and  physics  until  the  time  may  come  when 
the  woi-k  in  chemistry  can  be  put  in  and  handled  well. 

Exceptionally  it  may  happen  that  it  is  desirable  to  introduce  a  course 
in  chemistry  with  limited  laboratory  facilities.  Such  cases  might  exist 
in  communities  where  the  local  interest  in  chemistry  is  unusual  or  where 
a  teacher  well  trained  in  this  subject  is  available.  For  such  cases  the 
following  suggestions  regarding  equipment  will  be  of  some  help: 

The  laboratory  should  be  light  and  well-ventilated,  and  provided  with 
an  abundant  supply  of  running  water  distributed  to  several  sinks.  Wall 
cases  or  lockers  should  be  available  both  for  the  general  stocks  of  chem- 
icals and  apparatus  and  for  the  individual  outfits  of  the  students.  The 
cases  devoted  to  the  purpose  of  shelving  the  general  stocks  should  be 
under  lock  and  key,  the  key  to  be  retained  by  the  instructor  in  charge. 
The  individual  lockers  should  also  be  provided  with  separate  padlocks 
so  that  responsibility  for  all  materials  can  be  fixed. 

A  common  kitchen  table  for  each  student  in  addition  to  the  wall 
lockers  will  very  well  serve  instead  of  the  elaborate  desks  and  lockers 
provided  in  general  equipment  of  chemical  laboratories.  These  tables 
may  have  ordinary  native  v/ocd  tr'-'s  J^-^d  will  last  a  long  time  if  protected 
by  a  finish  composed  of  the  following  ingredients  and  applied  as  indicated : 

Anilin  Wood  Stain 

1.  Copper  sulphate  1  part 

Potassium    chlorate    1  part 

Water    8  parts 

Boil  to  dissolve,  and  apply  two  coats  hot. 

2.  Anilin    180  .•^•rams 

Hydrochloric  acid — sp.  gr.  1.2  270  grams 

Water    1,500  cc. 

Apply  two  coats  following  No.  1,  letting  each  coat  dry  alone. 
Finish  with  cloth  carrying  raw  linseed  oil. 

Near  each  table  a  five-gallon  stone  jar,  obtained  from  the  grocery 
store,  will  serve  ;\s  a  rec-^ptncle  for  all  solid  waste  materials  which  can 
not  be  washed  down  the  sinks. 

In  most  chemical  manuals  there  is  prescribed  the  doing  of  certain 
experiments  with  chlorine,  gas,  etc.,  which  make  the  use  of  a  fume  closet 
or  hood  absolutely  necessary.  It  is  true  that  experiments  of  equal 
instructional  value  may  be  substituted  for  these  which  will  not  give  off 
objectionable  gases,  and  this  is  recommended  for  those  laboratories  in 
which  hoods  are  not  available.  Hoods  can  be  rather  easily  constructed, 
however,  from  Portland  cement,  some  bricks  and  window  sash,  the  whole 
when  done  by  local  labor  being  inexpensive  and  quite  effective,  especially 
if  connected  with  a  flue  already  existing  which  may  be  warmed  up  by  a 


CHEMISTRY  91 


stove  or  furnace.  The  connection  between  the  hood  and  the  flue  can  be 
made  with  ordinary  six-inch  stovepipe  made  of  galvanized  iron.  Such  a 
pipe,  if  well  painted  previous  to  installation,  will  have  a  life  of  as  much 
as  ten  years.  In  cases  where  it  is  not  possible  to  install  a  hood,  by  a 
proper  choice  of  time,  experiments  frequently  may  be  performed  near  an 
open  window,  the  time  being  chosen  so  that  there  is  a  free  circulation 
of  air  out  of  the  window  and  away  from  the  operators. 

A  necessary  part  of  every  chemistry  laboratory  is  a  means  for  apply- 
ing heat  to  the  apparatus  during  the  course  of  an  experiment,  and  for 
this  purpose  where  town  gas  is  available  nothing  has  been  found  better 
than  the  ordinary  Bunsen  burner.  A  very  good  substitute  for  Bunsen 
burners  can  be  made  in  which  denatured  alcohol  serves  as  fuel,  lamps 
such  as  are  used  in  chafing  dishes  serving  admirably  for  most  purposes. 
These  can  be  constructed  in  very  serviceable  form  from  flat,  tin  boxes 
such  as  are  used  for  ointments,  shoe  blacking,  etc.,  by  filling  such  boxes 
with  sand  and  cutting  a  circular  hole  in  the  cover.  Regular  alcohol  lamps 
using  wicks  are  still  more  convenient,  while  for  high  temperature  work 
some  form  of  alcohol  blast  lamp,  such  as  is  indicated  in  the  subjoined  list, 
must  be  used.  For  general  heating  purposes,  in  addition  to  Bunsen  burn- 
ers or  alcohol  lamps,  an  ordinary  gasoline  stove  or  a  few  electric  hot  plates 
are  desirable. 

For  chemistry  work  in  general  it  is  desirable  to  use  distilled  water, 
and  this  must  be  done  where  the  local  supply  is  hard,  mineralized,  or 
loaded  with  organic  matter.  In  most  Oregon  localities,  however,  the 
water  is  naturally  pure  and  soft,  and  for  almost  every  purpose  in  first 
year  work  can  be  used  without  further  purification.  A  test  for  the 
sufficient  purity  of  water  for  laboratory  work  would  be  the  evaporation 
of  a  gallon  or  so  in  a  clean  enameled  pan.  Perceptible  residue  indicates 
that  the  water  may  be  too  heavily  mineralized  for  the  purpose  in  question. 
In  such  cases  an  inexpensive  form  of  still  can  be  obtained  which  will 
supply  all  the  water  needed. 

The  lists  of  chemicals  and  apparatus,  representing  the  minimum  re- 
quirements for  doing  the  experiments  which  are  indicated  in  the  state 
texts,  may  be  secured  from  the  superintendent  of  public  instruction. 

Text :     First  Course  in  Chemistry,   McPliearson  and  Henderson. 

The  purpose  of  this  course  is  to  give  the  student  a  knowledge  of  the 
fundamental  principles  and  theories  of  chemistry  and  to  enable  him  to 
take  a  rational  view  of  the  phenomena  which  he  sees. 

Practical  applications  of  chemistry  in  the  industries  and  in  the 
household  should  be  emphasized.  Interesting  trips  may  be  made  to  any 
factories  within  reach  where  chemical  processes  are  used. 

It  is  suggested  that  the  work  in  the  laboratory  be  independent  and 
slightly  in  advance  of  the  classroom  work.  It  is  here  that  the  student 
will  gain  most  of  his  knowledge  of  chemistry.  The  work  should  be  care- 
fully planned  and  carefully  supervised  by  the  teacher.  Many  of  the  prac- 
tical applications  should  be  called  to  the  students'  attention.  Equations 
can  be  worked  out  and  applied  while  the  student  is  watching  the  reaction. 
Better  results  can  be  obtained  by  working  the  problems  in  the  laboratory. 
In  computing  volumes  and  masses  the  conception  can  be  gained  more 
clearly  if  the  problem  is  being  actually  demonstrated. 


92  COURSE  OF  STUDY 


References : 

Smith :    Introduction  to  General  Inorganic  Chemistry. 

McFarland :    A  Practical  Elementary  Chemistry. 

Brownlee  and  others  :    First  Principles  of  Chemistry. 

"^'eed  :    Chemistry  in   the  Home. 

Bailey:     Sanitary   and   Applied   Chemistry. 

AUyn :    Elementary   Applied   Chemistry. 

Blanchard :     Household   Chemistry    (Laboratory   Guide). 


FIRST  SEMESTER 

Chapters  1-20.    Points  to  be  emphasized: 

System  of  nomenclature;  significanco  of  symbols  and  formula;  equa- 
tions; computation  of  reacting  masses;  the  atomic  theory;  solutions; 
ionization;  valence;  the  properties  of  acids,  bases  and  salts;  chemical 
equilibrium;    and  the  periodic  law. 

SECOND  SEMESTER 

Chapters  21-42.    Points  to  be  emphasized: 

Study  the  common  elements  and  their  compounds;  practice  in  com- 
putation; application  of  chemistry  to  the  industries;  household  chemistry. 
Particular  attention  should  be  given  to  the  study  of  carbon  and  its 
compounds. 


LATIN 93 

FOREIGN  LANGUAGES 

LATIN 
FIRST   YEAR 

First  Semester.    Latin  Lessons — Smith: 

I.    Lessons   I-XXXI,   inclusive.     The  first  eighteen   lessons   should   be 
covei'ed  by  the  middle  of  the  semester. 

II.    The  teacher  should  be  thorough.     No  gaps  should  be  left.     To  attain 
this  end  the  following  suggestions  are  made: 

A.  Master  the  rules  for  pronunciation  with  their  application. 

B.  Master  the  table  of  case  relations  on  page  2. 

C.  Insist  that  the  vocabularies  be  mastered.  Writing  the  day's 
vocabulary  on  the  board  from  memory  as  soon  as  a  pupil  enters 
the  room  is  a  good  way. 

III.  There  should  be  constant  drill  on  the  five  regular  declensions  and 
three  regular  conjugations,  emphasizing  irregular  nouns  (as  "filia," 
"f  ilius,"  "vis,"  "domus,"  "locus") ,  and  the  irregular  verbs  "sum" 
and  "possum." 

IV.  A.  The  formulas  given  for  tenses  of  verbs  should  be  learned  per- 
fectly and  reviewed  often. 

B.  Verb  signs  should  be  mastered — mode,  tense,  participial,  e.  g., 
"era" — past  perfect  indicative — means  "had";  "ns" — present 
participle — means  "ing." 

C.  The  formulas  for  parsing  nouns  found  in  section  94,  and  for 
parsing  verbs  found  in  188,  are  important.  Emphasize  rule  and 
application. 

D.  Teach  constructions  by  making  the  pupil  see  what  form  he  has 
and  why. 

If  he  translated  "amauerate"  by  "he  loved"  have  him  go  to 
the  board  and  wi-ite  all  the  things  he  needs  to  know  before  he 
can  render  a  verb  correctly;    e.  g. : 

Conjugation — first. 

Prin.  parts — amo,  are,  avi,  atus. 

Voice — active. 

Mood — indicative. 

Tense — past  perfect. 

Person — third. 

Number — singular. 

Rendering — "he  had  loved." 

E.  Insist  on  analysis  sometimes  before  translation  either  with  Latin 
into  English  or  English  into  Latin.  Be  sure  pupils  see  verb, 
subject,  complement,  and  the  modifiers  of  each. 

V.    Syllabize,  accent  and  "box"  all  Latin  words  during  the  first  term. 
Example: 

a — mg — ve — rab. 
a — ^man — tis. 
mo — nu — is — ti. 


94  COURSE  OF  STUDY 


Second  Semester.     Latin  Lessons — Smith: 

Complete  the  book.  Lessons  LX,  LXV,  LXVI,  LXVII  may  be  omitted. 
Everything  through  ablative  absolute  must  be  mastered. 

L    AH  review  lessons  are  important.     Keep  reviewing  declensions  and 
conjugations   throughout   the   year,   laying   stress  on   the  irregular 
verbs,  "fero,"  "valo,"  "nolo,"  "malo"  and  "eo." 
n.    Emphasize  by  application  to  sentences  the  following: 

A.  Formation;  rule  for  tenses;  uses  by  infinitives. 

B.  Formation;  rule  for  tenses;  uses  by  subjunctives. 

C.  Formation;  rule  for  tenses;  uses  by  participles. 

D.  Combinations  and  ideas  expressed  by  the  ablative  absolute.  Be 
sure  to  have  all  ablatives  absolute  and  indirect  discourse  trans- 
lated as  clauses. 

E.  Important  rules  such  as  "Dative  with  Adjectives,"  "Dative  with 
Compounds,"  "Dative  with  Special  Verbs,"  "Ablative  with  Five 
Deponents,"  "Indirect  Discourse,"  "Place  Ideas." 

III.  The  pronouns  should  be  learned  so  well  that  they  are  recognized 
at  once  in  Caesar. 
First  year  Latin  must  be  learned  thoroughly  in  order  to  give  an 
accurate  and  fluent  translation  of  Caesar.  This  is  brought  about  by 
constant  drill  on  (1)  inflection  and  derivation;  (2)  syntax;  (3)  inter- 
pretation and  translation.     Valuable  aid  comes  through  sight  translation. 

SECOND  YEAR  LATIN 

First  Semester.     Cagsar's  Commentaries — Kelsey. 

Book  I,  first  29  chapters,  and  Book  II.  Prose  once  each  week.  Inten- 
sive work  should  be  done  on  Book  I,  with  sight  reading  on  Book  II. 

I.    Study  by  application  to  sentences:      (a)   conditional  sentences,   (b) 
gerund  and  gerundive,   (c)   impersonal  verbs,   (d)    periphrastic  con- 
jugations which  were  omitted  in  Smith's  "Latin  Lessons." 
II.    There    should    be    daily    drill    on    constructions    emphasizing    "qui," 
"cum"  and  "quod"  clauses. 

III.  An  ablative  absolute  and  indirect  discourse  should  be  translated  as 
clauses. 

IV.  A  relative  at  the  beginning  of  a  sentence  should  be  translated  by 
a  demonstrative  or  personal  pronoun  in  English. 

Second  Semester.     Caesar's  Commentaries — Kelsey. 

Books  III,  IV,  and  chapters  30-54  of  Book  I.  Translate  most  of  Book 
III  at  sight.  Prose  once  each  week.  Keep  up  daily  drill  on  construction. 
Compare  sections  of  Caesar  with  events  of  recent  war. 

THIRD  YEAR  LATIN 

First  Semester.    Cicero's  Orations — Gunnison  &  Harley. 

In  Catilinam  I,  II,  III.  Prose  once  each  week,  based  on  orations 
studied.  There  should  be  sight  translation  throughout  the  semester. 
(Avoid  too  difficult  passages.)  Study  historical  setting,  life  of  the  times, 
places  and  people  referred  to  by  Cicero. 


FRENCH  95 


There  should  be  a  careful  and  thorough  review  of  constructions  pre- 
viously studied  and  a  completion  of  all  important  parts  of  the  grammar. 
Accuracy  and  fluency  in  translating  should  be  attained. 

Second  Semester.     Cicero's  Orations — Gunnison  &  Harley. 

In  Catilinam  IV,  De  Legh  Manilla,  Pro  Archaia  Poeta.  Prose  once 
each  week,  based  on  oration  studied. 

Part  of  the  regular  examination  should  be  at  sight.  Continue  daily 
drill  on  constructions,  study  of  historical  setting,  etc.,  as  in  the  first 
semester  of  the  third  year. 

FOURTH  YEAR  LATIN 

First  Semester.     Virgil's  Aeneid — Farrclough  &  Brown. 

Books  I,  II,  III.  Ten  lines  daily  through  the  first  hundred  lines. 
Increase  gradually.  At  the  end  of  the  fifth  week  a  normal  class  should 
read  twenty-five  lines  daily.  At  the  end  of  the  tenth  week  from  thirty- 
five  to  forty  lines  should  be  read. 

Study  the  life  of  Virgil,  his  style  and  versification.  Scan  about  500 
lines,  noting  caesura!  pauses,  and  memorize  at  least  twenty-five  well 
known  lines.  Mythology,  geography  of  the  Aeneid,  figures  of  rhetoric, 
historical  and  humanistic  aspects  of  the  poem  are  important. 

Second  Semester.  Virgil's  Aeneid — Farrclough  &  Brown. 

Books  IV,  V,  VI,  with  1,000  lines  by  Ovid.  Drill  on  construction  and 
sight  I'eading  are  to  be  continued  during  the  fourth  year  of  Latin. 
Pupils  should  be  able  to  translate  at  sight  any  selection  of  the  author 
not  involving  unusual  constructions  or  obscure  references.  At  least  two 
weeks  of  each  term  are  to  be  used  for  prose,  based  on  prose  texts 
previously  studied. 

FRENCH 

Great  care  should  be  taken  with  the  pronunciation  of  .French.  Pro- 
nouncing in  concert  is  an  excellent  drill.  The  student  should  be  taught 
to  pronounce  t,  d,  1  and  n  with  the  tongue  touching  the  base  of  the  upper 
front  teeth.  Let  the  student  pronounce  repeatedly  the  words  sel,  tres, 
drap,  date  and  reine.  The  lips  round  and  protrude  in  the  pronunciation 
of  the  sounds  of  ou,  eu  and  u.  The  lips  also  round  and  protrude  in  the 
pronunciation  of  the  sounds  of  ch  and  j. 

Every  teacher  should  have  Knowles  and  Favard's  Perfect  French 
Possible  and  Martin's  Essentials  of  French  Pronunciation. 

The  phonograph  should  not  be  used  until  the  student  has  mastered 
the  elements  of  the  language.  Three  Victor  records  entitled  "First  Aid 
French"  may  be  had  for  about  three  dollars.  The  Cortina  and  Rosenthal 
phonograph  records  are  both  very  good  and  useful.  The  phonograph  is  a 
very  valuable  aid  in  the  study  of  any  modern  language. 

According  to  a  committee  on  Romance  Language  instruction  appointed 
in  1918  by  the  Modern  Language  Association  of  America  "a  knowledge 
of  words  and  phrase?  without  the  study  of  grammar  limits  a  man's 
resources  to  the  exact  material  he  has  learned.  A  knowledge  of  the  ele- 
ments of  grammar  enables  him,  as  nothing  else  can,  to  recombine  his 
word  and  phrase  material  as  varying  occasions  may  require.  This  would 
seem  obvious,  but  it  is  recorded  here  in  view  of  the  fact  that  certain 


96  COURSE  OF  STUDY 


misguided  persons  are  maintaining  that  students  of  Frencli  need  no 
grammar.  Particular  care  should  be  given  to  the  study  of  the  pronoun 
and  the  verb.  Mastery  of  these  can  be  acquired  only  through  systematic 
study,  whereas  nouns  and  the  other  uninflected  words  can  be  acquired 
easily  through  hearing  or  reading." 

French  should  be  spoken  in  the  classroom  as  much  as  possible.  Every 
teacher  should  have  House's  Classroom  French  and  Knowles  and  Favard's 
Grammaire  de  la  Conversation.  The  American-born  teacher  may  feel 
uneasy  at  first,  but  it  must  be  remembered  that  the  native  French  teacher 
is  usually  at  a  far  greater  disadvantage  through  lack  of  fluency  in  the 
use  of  English. 

The  text  often  furnishes  material  for  conversation.  The  teacher  may 
prepare  the  questions  in  French  with  the  aid  of  the  text.  Many  con- 
versation and  composition  books  ai'e  available  from  which  suggestions 
and  material  may  be  drawn.  Spontaneous  conversation  of  a  personal 
nature  arouses  the  interest  and  attention  more  than  any  other  device. 
Telling  stories  in  French  is  good  practice  for  the  student.  The  students 
should  read  aloud  and  correct  their  own  exercises  under  the  direction  of 
the  teacher.  The  material  may  be  used  the  following  day  for  oral  work. 
Blackboard  work  and  writing  French  from  dictation  are  vei'y  helpful. 
The  student  should  also  be  trained  to  make  careful  and  accui'ate  trans- 
lations from  French  into  English.  Idiomatic  translation  is  an  art.  Texts 
containing  information  about  French  life  are  valuable.  French  period- 
icals are  very  useful  in  the  latter  part  of  the  course.  The  "Illustration" 
should  be  in  every  high  school  library.  Short  poems  may  be  profitably 
committed  to  memory.  Among  cultured  people  all  over  the  world  it  is 
considered  a  great  accomplishment  to  be  able  to  read,  speak  and  write 
French.  The  success  of  the  student  will  depend  largely  on  aptitude  and 
industry.  The  acquisition  of  a  foreign  language  requires  a  great  amount 
of  study,  no  matter  what  method  is  used.  A  knowledge  of  Latin  is  a 
great  help  in  the  study  of  the  Romance  languages.  Constant  review  and 
incessant  practice  are  essential  to  success. 

There  ought  not  to  be  more  than  fifteen  students  (twenty-five  at  the 
most)    in  any  French  or  Spanish  class.     This  is  mandatory. 

Since  the  amount  of  work  that  can  be  covered  in  a  year  varies  with 
classes  and  schools,  no  definite  number  of  books  has  been  prescribed. 
New  books  are  constantly  appearing.  Any  substitute  that  seems  neces- 
sary should  be  permitted. 

Students  should  be  encouraged  to  read  as  many  books  as  possible  in 
addition  to  the  required  work  of  the  classroom.  Material  for  this  outside 
reading  may  be  found  in  the  catalogs  of  any  of  the  large  publishing 
houses. 

FIRST    YEAR 

The  New  Chardenal  French  Course  (Allyn  &  Bacon).  This  grammar  con- 
tains abundant  material  for  conversation   and  composition. 

A.  de  Montvcrt's  La  Belle  France  (Allyn  &  Bacon),  or  Talbot's  Le  Francais 
et  sa  Patrie    (Benj.   H.   Sanborn  &  Company). 

If  any  time  is  left,  one  or  more  of  the  following-  books  may  be  read  : 

L,avisse's  Hlstoire  de  France   (Heath). 

Contes  du  Pays  de  Merlin    (Macmillan),   edited  by  Hilen  W.  Van  Buren. 

Guerber's  Contes  et  Legendes   (American   Book  Company). 

Malot's  Sans  Famille. 

Merimee's  Quatre  Contes   (Holt). 

Labiche  and  Martin's  Le  Voyage  de  M.  Pcrrichon. 

Daudet's  Short  Stories. 


FRENCH  97 


Maupassant's  Short   Stories. 

Halevy's  L'Abbe  Constantin. 

La  France  Heroique   (Heath). 

Garnet  de  campagne  d'un  off  icier  Francals    (Benj.  H.  Sanborn). 

SECOND  TEAR 

Rapid  Review  of  the  Essentials  of  Grammar.  If  a  new  grammar  is  desired 
for  conversational  drill,  De  Sauze's  Cours  Pratique  pour  Commencants  (The  John 
C.  Winston  Co. )   and  Cerf  and  Giese's  Beginning  Frencli  are  good. 

Reading  material  may  be  selected  from  the  following  list : 

Merimee's  Colomba. 

Erckmann-Chatrian's   Madame   Therese    (Holt). 

Chateaubriand's  Atala   (Brentano). 

Merimee's  Carmen   and   Other  Stories    (Ginn). 

A.  de  Montvert's  Aux  Etats-Unis   (Allyn  &  Bacon). 

Dumas's  Monte  Cristo. 

Verne's  La  Tour  du  monde  en  quatre-vingts  jours. 

Poemes  tt  Chants  de  France   (Heath). 

Dinnas's  Vingt  Ans  Apres. 

Buffum  :    French  Short  Stories  (Holt). 

About's   Le  Roi  des  montagnes. 

Sand's  La  Petite  Fadette. 

Sand's  Francois  le   Champi    (The   Oxford  University  Press). 

Pailleron's  Le  Monde  ou  Ton  s'ennule. 

Hugo's  Les  Miserables   (Holt). 

THIRD  YEAR 

Pattou's  Causeries  en   France   contains  material   for  conversation. 

Corneille's  Le  Cid   (American  Book  Co.). 

Hugo's  Quatre-vingt-treize   (Heath). 

Hugo's  Hernani   (American  Book  Co.). 

Moliere's  L'Avare. 

Loti's  Pecheur  d'Islande. 

Lamartine's  Graziella. 

The  teacher  may  read  other  good  texts  not  in  the  above  list. 

FOURTH  YEAR 

Gautier's  Jettatura    (Heath). 
Hugo's  Ruy  Bias. 

Balzac's   Eugenie  Grandet    (Holt).      Edited  by  Jenkins. 
Racine's  Athalie. 

Buffum:    Stories  from  Balzac   (Holt). 
Racine's  Phedre. 

Hugo's  Les  Travalleurs  de  la  Mer   (Heath). 
The  teacher  may  use  other  good  texts  not  in  the  above  list. 
The  following  books  should  be  in  every  high  school  library: 
Wright's  History  of   French   Literature. 
Konta's  History  of  French  Literature. 
Strachey's  Landmarks  in  French  Literature. 
Poole  &  Becker's  Commercial  French. 
French  Scientific  Reader,  edited  by  Daniels. 
Le  Monde  Francals    (Arthur  G.  Merrill,  Chicago). 

Rousselot  et  Maclotte's  Precis  de  Prononciation  Francaise    (Welter,  Paris). 
Historire  de  France  Illustre   (Larousse). 
La  France:    Geographie  Illustree    (Larousse). 
Le  Petit  Larousse  :    Dictionnaire  Encyclopedique. 

La  France   (French  Life  and  Ways),  by  G.  Guibillon   (E.  P.  Dutton). 
Faguet's  Petite  Histoire  de  la  Litterature  Francaise    f Nelson). 
Martin's  The  French  Verb  (American  Book  Co.). 
Case's   French-Englisli  &   English-French   Dictionary    (Holt). 
The  Globe  English-French  Dictionary    (Lippincott). 
Nutt's  English-French  Conversation  Dictionary. 

Rosenthal  &  Chankin's  Grammaire  de  Conversation  et  de  Lecture:  Cours 
Complet   (Holt). 

G.  Lanson's  Histoire  de  la  Litterature  Francaise. 

Sig.  4. 


98  COURSE  OF  STUDY 


SPANISH 

The  general  suggestions  of  methods  of  teaching  French  may  be  fol- 
lowed in  teaching  Spanish  m  most  cases.  Hence  they  are  not  repeated 
here.  Every  teacher  should  have  Lawrence  A.  Wilkin's  "Spanish  in  the 
High  Schools:  A  Handbook  of  Methods"  (Benj.  H.  Sanborn  &  Co.). 
This  book  contains  many  valuable  suggestions  which  may  be  used  in 
the  Spanish  classes.  A  very  good  but  technical  description  of  Spanish 
pronunciation  is  found  in  the  introduction  to  Moreno-Lacalle's  Elementos 
de  Espanol   (Benj.  H.  Sanborn  &  Co.). 

For  the  pronunciation  of  b  and  v  see  grammar.  In  making  the 
sounds  of  t,  d,  1  and  n  the  tongue  touches  roots  of  the  upper  front 
teeth.  The  Spanish  j  has  the  sound  given  to  ch  in  the  Scotch-English 
"loch"  or  in  the  German  "noch."  G  before  e  and  i  has  the  sound  of  j, 
which  many  Spanish  speakers  pronounce  like  a  strong  form  of  the  h 
in  the  English  word  hat.  Spanish  should  be  spoken  as  much  as  possible 
in  the  classroom.  Questions  should  be  asked  in  Spanish  and  the  student 
should  be  required  to  answer  in  Spanish. 

FIRST   YEAR 
Spanish  Grammar,  by  De  Vitis  (Allyn  &  Bacon). 
Hall's  Poco  a  Poco    (World  Book  Co.). 

Fuentes  and  Francois's  A  Trip  to  Latin  America   (Holt). 
Bransby's  Spanish  Reader   (Heath). 

If  any  lime  remains,  any  of  tlie  following  books  may  be  read  in  class  or 
outside  of  class : 

Valera's  El  Pajaro  Verde   (Allyn  &  Bacon). 

Carcilaso  de  la  Vega's  El  Reino  de  los  Incas   (Allyn  &  Bacon). 

Harry's  Anecdotas  Espanolas  (Allyn  &  Bacon). 

Spanish  Reader  by  De  Vitis  (Allyn  &  Bacon). 

For  Tierras  Mejicanas   (World  Book  Co.). 

SECOND  YEAR 

Review  of  the  essentials  of  Spanish  Grammar. 

Bloomhall's  Spoken  Spanish    (Allyn  &  Bacon). 

Carrion  and  Aza's  Zaragueta   (Silver,  Burdett  &  Co.). 

Asensi's  Victoria  y  otros  quentos   (Heath). 

Altamirano's  l.a  navidad  en  las  Montanas   (Heath). 

Isaac's  Maria  (Ginn). 

Bardin's  Leyendas  Historicas  Mfxicana?    (Macmillan). 

The  teacher  may  select  any  suitable  book  not  included  in  the  al)Ove  list,  if  it 
is  thought  best,  as  reading  material  for  first,  second,  third  or  fourth  year  work. 
The  Spanish  novel  is  very  difficult  reading. 

Luria's  Correspondencia  Commercial  (Silver,  Burdett  &  Co.)  may  be  used 
whenever  there  is  any  demand  for  commercial  Spanish. 

THIRD   YEAR 

Espinosa's  Advanced  Spanish  Composition  and  Conversation  (Benj.  H.  San- 
born &  Co),  or  any  other  book  of  this  kind,  may  be  used  for  third  or  fourth 
year  work. 

Marmol's  Amalia    (Macmillan). 

Becquer's  Legends,  Tales  and  Poems    (Ginn). 

Calderon's  Ija  Vida  es  Sueno   (American  Book  Co.). 

Alarcon's  El  Nino  de  la  bola   (American  Book  Co.). 

FOURTH  YEAR 
Blasco's  Ibanez's  La  Barraca   (Holt). 
Gil  y  Zarato's  Guzman  El  Bueno   (Ginn). 
Valera's  Pepita  Jimenez. 

Caballero's  La  Familia  de  Alvareda   (Holt). 
Galdos's  Dona  Perfecta  (American  Book  Co.). 


SPANISH  99 


Conversation,  composition  and  commercial  Spanish  books  are  rapidly  appear- 
ing. This  material  may  be  substituted  for  any  part  of  the  third  and  fourth  year 
work.  The  exact  amount  of  work  that  can  be  covered  carefully  will  vary  with 
classes  and  schools.     Therefore  no  definite  amount  has  been  prescribed. 

The  following  reference  books  sliould  be  in  every  high  school  library  : 

Appleton's  New  Spanish-English  and  English-Spanish  Dictionary,  by  Arturo 
Cuyas. 

El  Pequeno  Larcusse  Illustrado. 

Blanco  y  Negro   (Madrid). 

La   Illustracion    Espanola   y    Americana    (Madrid). 

Wilcox's  Scientific  and  Technical   Spanish    (Sturgis  and  Walton). 

Altamira's  Historia  de  Espana. 

Whitten   and  Andrade's   Spanish   Commercial   Correspondence    (Heath). 

Harrison's  Spanish  Commercial   Reader    (Ginn). 

Nelson's  Tlie  Spanish  American  Reader    (Heatli). 

Manual  de  Correspondencia,  by  Ventura  Fuentes  and  Alfredo  Elias  (Macmillan). 

Luquiens's  Elementary  Spanish- American  Reader   (Macmillan). 

Supple's  Spanish  Reader  of  South  American  History   (Macmillan). 


100  COURSE  OF  STUDY 


HISTORY 

GENERAL  SUGGESTIONS 

The  two  most  necessarj'  requirements  in  the  successful  teaching  of 
history  on  the  part  of  the  teacher  are  the  ability  to  arouse  the  interest 
of  the  pupils  and  the  faculty  of  leading  them  to  see  relations. 

The  idea  of  change,  differences  in  peoples,  customs  and  institutions 
must  be  emphasized. 

A.  Biography. 

1.  Men  should  be  grouped  about  events  rather  than  events  about 
men. 

2.  Study  men  first  of  all  as  men.  What  manner  of  men  were 
they?  What  kind  of  homes  did  they  come  from?  What  educa- 
tional advantages  had  they  enjoyed?  Were  they  successful  in 
private  life?    Did  they  hold  public  positions? 

The  study  of  the  personal  element  in  this  personal  way  may 
with  profit  immediately  precede  the  more  formal  study  of  move- 
ments or  periods. 

B.  Making  the  Past  Real. 

1.  Maps. 

a.  The  purpose  to  assist  the  pupil  in  grasping  the  place,  rela- 
tion, etc.  To  assist  the  pupil  in  keeping  history  on  the  earth. 
Direction  and  distance  from  the  pupil's  own  position  are 
both  plainly  involved  in  any  definite  idea  of  location.  It  is 
essential  that  he  should  feel  actual  direction. 

b.  Copying  of  ready-made  maps,  if  they  are  accompanied  by 
proper  interpretation,  deepens  impressions  of  geographic 
conditions. 

c.  Reproductions  of  maps  from  memory. 

d.  Preparation  of  maps  not  found  in  the  textbook.  Example: 
The  land  granted  to  the  London  and  Plymouth  Companies. 
References:  American  History  Leaflets  Nos.  6,  1(5,  22,  32. 
Gannett — "Boundaries  of  the  United  States."  Bulletin  No. 
22(3 — United  States  Geological  Survey.  This  bulletin  can  be 
purchased  for  30  cents  from  the  Superintendent  of  Docu- 
ments, Washington,  D.  C. 

2.  Pictures. 

a.  Pictures  must  be  treated  as  aids  to  visualization  and  not 
as  objects  to  be  themselves  visualized. 

b.  Information — persons,  places,  objects,  associated  with  world 
significant  events. 

c.  Aesthetic  impressions — beautiful  buildings,  statues,  paint- 
ings.   Reference:    Caff  in — How  to  Study  Pictures. 

d.  Collections.  Every  school  library  should  contain  a  collec- 
tion of  catalogued  and  mounted  pictures. 

e.  Lantern  slides  may  be  obtained  from  the  Extension  Division 
of  the  University  of  Oregon. 


ANCIENT  HISTORY  101 


C.  COLLATKRAL   READING.     Collateral    reading?   is  needed   to  make   the 
textbook  itself  intelligible. 

1.  Materials. 

a.  To  add  elements  of  reality  readings  assigned  for  this  pur- 
pose should  not  be  treated  as  material  to  be  learned  or  re- 
cited. They  may  simply  be  read  for  impressions,  for  atmos- 
phere. The  essential  condition  is  that  they  should  leave  be- 
hind feelings  for  and  about  the  past. 

b.  To  add  information  important  as  information.  Such  read- 
ing incluTles  facts  that  are  to  be  both  learned  and  recited. 
The  pupil  may  be  assisted  by  ready-made  outlines,  by  ques- 
tions, by  problems  or  by  other  guiding  devices. 

c.  To  make  history  inspiring  or  interesting.  Such  readings 
should  not  carry  an  obligation  to  analyze  or  summarize. 
The  pupil  should  have  complete  freedom  to  read  because  he 
likes  it  or  to  stop  reading  because  he  dislikes  it.  He  should 
be  encouraged  to  express  his  honest  opinions  of  the  readings 
as  readings. 

2.  Assignments. 

a.  The  lists  of  readings  for  a  v^^eek  or  for  two  weeks  should 
be  posted. 

b.  While  the  field  is  new  definite  pages  and  specified  passages 
should  be  given.  Later,  when  the  pupils  have  acquired  some 
facility  in  the  use  of  indexes  and  table  of  contents,  the  ref- 
erences may  omit  pages  and  simply  suggest  topics  to  be 
found  in  one  or  more  assigned  books.  Still  later  topics  may 
be  included  without  reference  to  any  specified  material,  the 
pupil  being  left  to  find  both  the  book  and  the  place  in  the 
book. 

3.  Records. 

Each  pupil  should  be  required  to  keep  a  record  of  his  read- 
ing, preferably  on  a  card  which  the  teacher  files.  It  is  then 
easy  to  determine  the  amount  of  reading  done  by  each  pupil 
during  the  semester.    He  should  note  at  least: 

a.  Full  name  of  author. 

b.  Full  title  of  the  work. 

c.  Number  of  volumes,  place  and  date  of  publication. 

d.  Number  of  pages  read. 

e.  Personal  impressions. 

D.  Review.   Reviews  should  be  by  the  topic  method,  i.  e. : 
The  evolution  of  the  constitution. 

The  origin  and  growth  of  political  parties. 
Unification  of  Italy. 
Industrial  revolution. 

ANCIENT   HISTORY 

First  Semester: 

First  six  weeks.  Breasted,  pages  1-140. 
Second  six  weeks,  Breasted,  pages  140-251. 
The  author  has  written  these  opening  chapters  in  so  easy  and  inter- 
esting a  style  that  even  a  beginner  will  have  no  difficulty  in  getting  an 


102  COURSE  OF  STUDY 


interesting  view  of  these  ancient  peoples.  Emphasize  the  effects  of  the 
natural  surroundings  and  religion  upon  the  life  of  the  people  and  the 
nation.  Bring  out  clearly  what  these  nations  contributed  to  modern 
civilization. 

Chapter  VIII  is  based  upon  the  knowledge  obtained  in  the  last  ten 
years. 

Third  six  weeks.  Breasted,  pages  252-351. 

If  the  myths  of  Greece  and  Rome  are  taught  in  the  English  depart- 
ment, but  little  time  should  be  given  to  them.  If  this  is  not  the  case, 
the  best-known  myths  should  be  studied  as  an  aid  to  the  appreciation 
of  classical  allusion,  and  both  Greek  and  Roman  names  should  be  learned. 

The  influence  of  Greek  religion  upon  Greek  art  should  be  kept  in 
mind  all  through  the  study.  Greek  architecture  should  be  studied  until 
the  names  and  purpose  of  each  part  are  familiar.  As  many  pictures 
illustrating  the  different  orders  of  architecture  as  possible  should  be 
used.  The  great  significance  of  the  battle  of  Marathon  can  not  be  over- 
emphasized. 

Second  Semester: 

First  six  weeks,  Breasted,  pages  351-484. 
Bring  out  the  good  and  the  evil  in  Athenian  civilization.    The  Greek's 
greatest  gift  to  the  world  and  his  chief  fault  was  his  love  of  independence. 
This  is  illustrated  in  the  various  wars  which  finally  meant  their  over- 
throw, first,  by  Macedon,  and  later  by  Rome. 

The  chapter  on  the  "Civilization  of  the  Hellenistic  Age"  is  excellent. 
Second  six  weeks.  Breasted,  pages  484-600. 

The  author,  in  giving  a  modern  archeological  account  of  the  rise  of 
early  Rome  leaves  out  all  reference  to  the  legendary  history  which  is 
referred  to  so  often  in  literature.  It  is  recommended  that  after  studying 
to  page  499,  a  few  days  be  taken  for  reading  the  myths  and  stories  of 
the  early  kings.  The  growth  of  the  one-man  idea  from  the  Gracchi  to 
Ctesar  and  leading  to  the  empire  should  be  emphasized  as  a  dangerous 
tendency  in  a  republic. 

Third  six  weeks.  Breasted,  pages  600-715. 

The  many  causes  for  the  downfall  of  the  empire  and  the  rise  of  the 
Christian  church  are  the  two  m.ost  important  subjects.  The  effects  of 
the  barbarian  invasion  upon  both  the  church  and  the  state,  the  rise  of  new 
kingdoms  and  a  powerful  religion  are  also  very  important. 

Books,  Ancient  and  Greek:  Arnold's  "Stories  of  Ancient  Peoples," 
Shaw's  "Stories  of  the  Ancient  Greeks."  Gayley's  "Classic  Myths,"  Web- 
ster's "Early  European  History"  and  Ashley's  "Early  European  Civili- 
/.ation." 

Roman:  Harper's  "Classical  Dictionary  of  Antiquities,"  Guerber's 
"Story  of  the  Roman,"  Seignobos'  "History  of  the  Roman  People"  (es- 
pecially for  early  legendary  story  of  a  Roman).  Webster's  "Early 
European  History,"  Ashley's  "Early  European  Civilization." 


MEDIEVAL  AND  MODERN  HISTORY 103 

MEDIEVAL  AND  MODERN  HISTORY 

The  period  of  time  from  the  German  invasions  to  the  present  is  so 
vast,  so  full  of  life  and  movement,  that  the  historic  picture  must  be 
drawn  in  free  and  bold  outline  and  with  strong  emphasis  upon  striking- 
personage  and  events  if  the  pupil  is  to  retain  any  definite  impressions. 
It  is  the  history  of  that  period  of  national  expansion  which  brought 
Europe  into  the  closest  contact  with  the  new  world  of  the  west  and  the 
old  world  of  the  east.  It  is  essential  that  a  knowledge  of  its  main 
features  be  possessed  because  of  their  bearing  on  all  the  affairs  of  the 
world. 

The  pupil  should  be  led  to  see  the  reformation  as  something  more 
than  a  debate  over  doctrines  or  a  quarrel  over  church  administration — 
as  the  irrepressible  conflict  between  the  German  and  the  Latin  idea;  he 
should  have  some  knowledge  of  the  growth  of  nationality  with  its  pro- 
found influence  on  modern  history;  of  what  is  meant  by  the  balance  of 
power  and  its  use  in  European  politics;  he  should  understand  the  changes 
pi-oduced  by  the  industrial  revolution  and  finally  the  meaning  and  impor- 
tance of  modern  democi'acy.  There  are  some  of  the  fundamentals  without 
a  knowledge  of  which  it  is  impossible  to  understand  the  present  day 
conditions. 

It  is  possible  to  arouse  and  hold  the  interest  of  the  pupil  by  putting 
human  interest  into  the  study  of  each  topic,  and  this  can  be  done  by 
utilizing  the  biographical  element  or  by  putting  in  the  foreground  the 
nationality  most  prominent  for  the  time  being.  For  example,  Frederic 
Barbossa  may  be  taken  as  typical  of  flood  tide  medievalism.  In  the  ref- 
ormation Luther,  Calvin,  Zwingli  can  each  be  used  to  give  added  interest 
to  the  narrative. 

France  with  Henry  IV,  Louis  XIV,  may  head  the  line  in  the  study 
of  the  growth  of  nationality. 

Above  all,  the  pupil's  imagination  and  his  appreciation  of  what  is 
really  interesting  and  significant  must  be  quickened,  strengthened  and 
disciplined. 

Constant  attention  should  be  given  to  the  excellent  bibliography  in  the 
text. 

An  additional  reference  which  is  nr  to  date,  interesting  and  autlieniic  is: 
Carlton  J.  H.  Hayes — Political  and  Social  History  of  Modern  Europe. 

First  Semester: 

First  six  weeks,  Robinson,  chapters  I-VIII. 

The  German  invasions.  Christian  church  monasticism,  Charlemagne  and 
his  empire,  and  feudalism  are  to  be  stressed  during  this  period.  Special 
emphasis  should  be  placed  on  English  history,  especially  those  parts 
which  bring  out  the  development  of  the  English  constitution  and  parlia- 
mentary government. 

Second  six  weeks,  Robinson,  chapters  IX-XIII. 

The  causes  and  results  of  the  crusades,  as  well  as  their  romance,  will 
appeal  to  the  pupil's  imagination.  The  church,  towns,  books  and  science 
of  the  middle  ages  are  apt  to  be  intangible  and  indefinite  to  the  average 
pupil.  They  are  best  studied  through  typical  personalities:  St.  Francis, 
St.  Dominic,  John  Wycliffe,  Roger  Bacon,  Michael  Angelo,  Raphael,  Rem- 
brandt, and  Van  Dyck. 


104  COURSE  OF  STUDY 


Third  six  weeks,  Robinson,  chapters  XIV-XVII. 

With  the  protestant  revolution  we  come  to  a  period  important,  inter- 
esting, modern,  and  strongly  human.  The  effect  of  it  and  of  race  and 
geographical  divisions  in  emphasizing  the  spirit  of  nationality  and  bring- 
ing about  the  rise  of  modern  nations  (notice  in  this  connection  the  peace 
of  Westphalia  and  the  German  revolt  against  Swedish  supremacy)  ad- 
vances our  study  rapidly  into  fields  of  international  relations. 

Biography  has  an  important  role  to  play  here.  The  pupil  should  have 
a  very  definite  picture  of  Luther,  Calvin,  Loyola,  Henry  VIII,  Elizabeth, 
Mary  Queen  of  Scots,  Philip  II,  and  James  I. 

The  attitude  of  both  Tudors  and  Stuarts  toward  the  church  and  parlia- 
ment must  be  carefully  noted  as  well  as  the  effect  of  conditions  which  in 
any  way  bear  on  the  study  of  American  history. 

Second  Semester: 

First  six  weeks,  Robinson,  chapters  XVIII-XXIV. 

The  study  of  the  growth  of  democracy  and  nationality  is  exceedingly 
important  throughout  this  semester.  It  is  suggested  that  an  outline  show- 
ing the  growth  of  Prussia  be  commenced  this  period  and  completed  the 
second  period.  The  part  played  by  France  in  the  unification  of  Prussia 
is  well  worth  noting. 

The  wars  of  the  eighteenth  century,  culminating  in  the  seven  years' 
war  with  its  world  wide  consequences,  require  careful  study.  The  growing 
solidarity  of  mankind,  and  the  increasing  complication  of  international 
relations  should  be  impressed  upon  the  pupil. 

It  will  not  be  difficult  to  show  the  rapidity  with  which  the  western 
world  moved  toward  new  things  during  the  years  in  which  Rousseau,  Vol- 
taire, Newton,  Diderot  and  Adam  Smith  flourished. 

The  French  revolution,  rich  in  graphic  literature,  intense,  dramatic 
and  rapid  in  action,  is  always  an  easy  period  from  which  to  teach  many 
important  lessons  in  history  and  politics. 

Second  six  weeks,  Robinson,  chapters  XXV-XXXI. 

The  history  of  Italy  from  1820  until  its  final  unification  in  1870,  with 
the  parts  played  by  Cavour,  Victor  Emmanuel  and  Garibaldi,  as  well 
as  its  relation  to  the  Catholic  church,  is  intensely  interesting.  It  would 
be  profitable  for  the  pupil  to  outline  this  period  of  Italian  history. 

The  industrial  revolution  is  of  great  importance  and  its  relation  to 
capitalism,  socialism  and  other  present-day  institutions  should  be  carefully 
noted. 

Special  attention  should  be  given  toward  the  German  constitution,  Bis- 
marck, state  socialism  and  the  Hohenzollern  "spirit"  in  preparation  for 
the  work  of  the  third  period. 

The  Irish  question  should  be  supplemented  by  outside  references 
which  will  bring  it  down  to  the  present.  The  general  reforms  in  England, 
contrasting  policies  of  Lord  Beaconsfield  and  Gladstone  are  important. 
Thayer's  "Cavour"  and  Lytton  Stracheys'  "Queen  Victoria"  will  add 
greatly  to  the  interest  in  Italian  and  English  history. 

Third  six  weeks,  Robinson,  chapters  XXXII-XXXV. 

The  same  methods  may  be  employed  in  studying  Russia  as  wei-e  sug- 
gested for  Ireland.    Recent  magazine  and  newspaper  articles  should  be 


AMERICAN    HISTORY 105 

consulted  in  order  to  show  the  results  of  Bolshevism  and  the  present  con- 
dition of  the  country. 

The  Eastein  question  is  important,  for  without  a  knowledge  of  that 
and  imperialism  it  is  impossible  to  understand  the  causes  of  the  world 
war.   Reference:    McMaster,  J.  B. — The  United  States  in  the  World  War. 

AMERICAN  HISTORY 

First  Semester: 

First  six  weeks,  Fite,  chapters  I-X. 

Discovery  and  exploration.  For  the  relation  between  geography  and 
history  see  Brigham's  "Geographical  Influences  in  American  History." 

For  the  aborigines,  the  discovery  and  naming  of  America,  note  espe- 
cially Fiske's  "Discovery  of  America." 

Show  the  effect  upon  Spanish  colonization  and  upon  Spain  herself  of 
the  easily  gotten  wealth  she  found  in  the  new  world. 

The  European  colonics.  Note  the  adaptability  of  colonists  and  country 
to  each  other  m  each  of  the  thirteen  colonies. 

For  boundaries  see  Thwaite's  "The  Colonies." 

The  instructor  should  show  and  have  the  pupils  verify  as  far  as 
possible  that  the  first  three  intercolonial  wars  had  their  origin  in  Euro- 
pean conditions,  while  the  French  and  Indian  wars  began  in  America  over 
American  conditions,  though  European  considerations  later  became 
involved. 

Reference  :    Mi^dieval  and  Modern  History — Robinson. 
Second  six  weeks,  Fite,  chapters  XI-XIV. 

In  studying  the  colonial  policy  of  England  the  general  European 
view  of  colonies  should  be  investigated  and  the  attitude  of  England  toward 
her  colonies  compared  with  that  of  other  countries,  and,  as  always  in  the 
study  of  history,  the  spirit  and  conditions  of  the  time  should  be  considered. 

Note  carefully  the  navigation  laws,  and  acts  of  trade,  ideas  of  repre- 
.sentation,  extent  of  right  of  suffrage,  and  new  attempts  at  colonial 
taxation. 

It  is  suggested  that  the  pupils  trace  the  idea  of  the  union  of  the  colo- 
nies up  to  the  continental  congresses. 

The  work  of  George  Rodgers  Clark  and  its  connection  with  the  proc- 
lam.ation  line  of  1763  and  the  Quebec  act  should  be  noted. 

In  connection  with  the  treaty  of  peace  the  attitude  of  France  and 
Spain,  as  well  as  of  England  and  the  colonies,  should  be  clearly  under- 
stood, and  this  will  necessitate  a  full  knowledge  of  the  terms  of  the 
French  alliance.  Fiske's  "Critical  Period"  is  indispensable  for  this  topic 
and  the  entire  period  of  the  confederation.  Insist  on  reasons  for  calling 
this  the  "critical"  period  in  American  history. 

References : 

Fiske — American  Re\oUition. 

.lames — Readings  in  American  History. 

Brooks — Historic  .Americans. 

Lecky — The  American  Revolution. 

Hart — Formation  of  llie  Union. 

Walker — The  Making  of  a  Nation. 


106  COURSE  OF  STUDY 


Third  six  weeks,  Fite,  chapters  XV-XVIII. 

This  period  of  federalist  supremacy  falls  into  three  divisions.  First — 
Organization  of  the  government,  which  includes  Hamilton's  financial 
measures;  establishment  of  judiciary;  authority  for,  composition  of 
courts;  development  of  parties;  the  alien  and  sedition  acts,  to  what  ex- 
tent justifiable  and  to  what  extent  dangerous;  the  Virginia  and  Kentucky 
losolutions  should  be  carefully  studied  as  to  their  cause,  the  reasoning 
upon  which  they  were  based  and  the  logical  results  to  which  they  led. 

Second — Foreign  relations. 

Third — Fall  of  the  federalists.  Causes.  The  domestic  policy  and  eco- 
nomic reorganization  of  the  republicans.  The  question  of  slavery  and 
Monroe  doctrine  are  to  be  noted  carefully.  See  references  following  second 
period. 

Second  Semester: 

First  six  weeks,  Fite,  chapters  XIX-XXII, 

This  period  is  rich  in  outstanding  national  leaders  and  it  is  the  task 
of  the  teacher  to  present  these  individual  characters  so  as  to  typify  the 
age  in  which  they  lived.  Henry  Clay,  Daniel  Webster,  John  C.  Calhoun, 
Vvilliam  Lloyd  Garrison,  William  H.  Seward,  Stephen  A.  Douglas. 

Andrew  Jackson,  a  new  type  in  the  presidency;  his  attitude  toward 
the  national  bank,  nullification,  Indians  in  Georgia. 

The  financial  questions,  1830-1842.  Investigate  basis  and  justice  of 
cry,  "The  reannexati«n  of  Texas  and  the  reoccupation  of  Oregon";  also 
cause  and  outcome  of  cry  "Fifty-four  forty  or  fight." 

A  brief  review  of  Oregon  history  should  be  given  at  this  point. 

References : 

Horner — Oregon. 

Dye — McLoughlin   and   Old   Oregon. 

Schaefer — A  History  of  the  Pacific  Northwest. 

The  intimate  connection  between  the  Mexican  war,  the  discovery  of 
gold  in  California,  compromise  of  1850,  and  the  Kansas-Nebraska  act 
should  be  strongly  emphasized.  See  Burgess'  "The  Middle  Period"  in 
American  History  Series. 

Second  six  weeks,  Fite,  chapters  XXIII-XXVI. 

Consider  carefully  the  origin  and  composition  of  the  republican  party, 
the  direct  causes  of  .secession  from  the  introduction  of  slavery  in  1619, 
attempts  at  compromise,  Abraham  Lincoln  and  his  policy,  questions  con- 
cerning contraband  and  blockade,  three  reasons  for  the  emancipation 
proclamation  and  the  three  plans  for  reconstruction. 

The  financial  policy  of  the  government,  panics  and  general  unrest, 
as  signified  by  the  rise  of  the  greenback,  populist,  socialist  and  labor 
parties. 

The  "Granger  cases"  and  the  increasing  power  of  state  and  govern- 
ment over  public  utilities  are  important. 
References : 

Wilson — Division  and  Reunion. 
Sparks — National  Development. 
Latan$ — America  as  a  World  Power. 


AMERICAN    HISTORY 107 

Third  six  weeks,  Fite,  chapters  XXVII-XXIX. 
Special  attention  should  be  i^iven  to  the  following: 

The  Panama  canal,  trust  prosecutions,  The  Hague  conference,  univer- 
sal peace  movement,  trouble  with  Mexico,  outbreak  of  war  in  Europe  in 
1914,  attempt  of  United  States  to  remain  neutral,  and  declaration  of  war 
against  Germany. 
References  : 

Latan^ — -America  as  a  World  Power. 
Ogg — National  Progress. 

McMaster — Tlie  United  States  in  the  World  War. 
Dewey — National  Problems,  1885-1897. 
Dewey — Financial  History  of  the  United  States. 
General  references : 

Bassett — Short  History  of  the  United  States. 

Rhodes — History  of  the  United  States. 

Schouler — History  of  the  United  States  of  America  Under  the  Constitution. 

McMaster — History  of  the  People  of  the  United  States. 

Henry  Adams — History  of  the  United  States ;  Administrations  of  Jefferson 

and  Madison. 
Gordy — Political   History  of  the  United  States. 
Beveridge — Life  of  John  Marshall. 

Channing-,  Edward — Guide  to  the  Study  and  Reading  of  American  History. 
Dunning — Reconstruction,  Political  and  Economic. 
Fite — Social  and  Industrial  Conditions. 

Source  hooks : 

Macdonald,  William — Documentary  Source  Books  of  American  History. 
Hart — American  History  Told  by  Contemporaries. 


108  COURSE  OF  STUDY 


CIVICS 

Form  and   Functions   of  American   Government — Reed. 

The  term  civics,  properly  understood,  includes  a  study  of  Amex'ican 
government,  its  form  and  functions,  and  closely  related  matters.  In  recent 
years,  however,  the  tendency  has  been  to  so  broaden  its  scope  that  civics 
is  now  a  blanket  term,  including  within  its  province  the  whole  range  of 
the  social  sciences.  This  disintegrating  process  has  produced  unfortunate 
results.  Not  only  has  the  basic  subject,  American  govei-nment,  been  thrust 
into  the  background,  but  the  vast  range  of  subjects  covered  has  led  to  ill 
organization  in  presentation  and  superficiality  in  treatment.  This  fan- 
tastic organization  and  presentation  is  quite  bewildering  to  the  pupil. 
Too  often  he  emerges  from  the  course  with  a  mere  smattering  of  many 
things,  few  of  which  are  presented  with  the  thoroughness  necessary  to 
make  a  lasting  impression  upon  him.  The  moral  is,  not  only  should  the 
scope  of  civics  be  limited,  but  the  subjects  that  are  included  should  be 
vitalized,  coordinated,  and  presented  in  the  light  of  the  American  govern- 
ment, as  their  central  concept. 

The  inference  should  not  be  drav.'n  that  the  course  in  civics  should  be 
limited  to  a  study  of  the  framework  and  functions  of  government.  The 
aim  of  the  course  should  be  "to  give  the  pupil  an  intelligent  conception 
of  the  great  society  in  which  he  is  a  member,  his  relation  to  it,  what  it 
requires  of  him,  how  it  is  organized,  and  what  functions  it  performs." 
Yet  the  teacher  should  bear  in  mind  that  whether  the  topic  under  dis- 
cussion be  immigration,  banking,  trade  unions,  conservation,  crime,  pov- 
erty, taxation,  or  public  finance,  the  importance  of  governmental  organiza- 
tion, policy,  and  action  should  be  stressed.  Only  in  this  way  can  the  course 
be  made  vital.  Only  by  some  such  integrating  process  can  civics  be  given 
the  substance  and  definiteness  necessary  to  insure  it  a  place  in  the  high 
school  curriculum  commensurate  with  its  importance. 

The  appended  outline  is  not  a  syllabus.  Its  aim  is  to  establish  the 
general  boundaries  of  civics,  and  to  indicate  the  important  topics  within 
those  boundaries.  Other  topics  may  be  added,  and  those  included  may  be 
enlarged.  To  this  end  the  teacher  should  utilize  the  excellent  bibliography 
that  accompanies  each  chapter  in  Reed.  The  authoritative  treatises  on 
American  government  by  Bryce,  Beard,  Munroe,  Woodburn,  and  other 
eminent  publicists,  should  have  a  place  in  every  school  library.  The  pupil 
should  have  access  to  periodical  literature  which  treats  of  government  as  a 
going  concern.  Government  will  then  cease  to  be,  for  him,  a  cold  ab- 
straction, functioning  in  the  land  of  Nowhere,  and  become  a  living,  grow- 
ing thing,  pulsing  with  the  life  blood  of  the  nation.  Thereby  civics  will 
fulfill  its  chief  aim — the  vitilization  of  American  government,  its  form 
and  functions. 

Part  I.    Background  of  American  Government. 

1.  English  and  Colonial  Origins.  The  evolutionary  character  of  gov- 
ernment. The  American  people.  Continuous  developments  of  American 
political  institutions  from  English  originals.  Trading  company  charters. 
Comparative  study  of  the  governments  of  crown,  charter  and  proprietary 
colonies.  Popular  assembly  v.  royal  governors.  Colonial  voting  qualifica- 
tions. Development  of  English  common  law.  Development  of  equity.  Dis- 
tinction between  law  and  equity.  Characteristic  features  of  judicial 
procedure. 


CIVICS  109 

2.  The  Early  State  Constitutions.  Provisional  governments.  Funda- 
mentals of  first  state  constitutions.  Colonial  misconceptions  of  the  Eng- 
lish government.  Qualifications  for  voting  and  office  holding.  Over- 
shadowing influence  of  the  legislature.  Principle  of  separation  of 
powers.     Theory  of  checks  and  balances.     The  conservative  reaction. 

3.  The  Constitution  and  Its  Makers.  Forces  for  and  against  union. 
The  earlier  attempts  at  union.  The  confederation;  its  weakness.  Pre- 
liminaries of  the  constitution.  The  constitutional  convention  of  1787. 
Organization  and  composition  of  the  convention.  Variety  of  opinions 
and  interests  represented.  The  major  and  minor  compromises.  The 
constitutional  convention  and  democracy.  General  character  of  the  con- 
stitution.    Methods  by  which  it  was  adopted. 

4.  The  American  Federal  System.  The  constitution  the  supreme  law 
of  the  land.  The  specified  and  implied  powers  of  congress.  The  general 
powers  of  congress.  Limitations  on  the  powers  of  congress.  The  Bill 
of  Rights.  Limitations  on  the  states.  Theories  of  the  nature  of  the 
union.  The  federal  amending  process.  Growth  of  the  constitution  by 
amendment,  interpretation  and  usage. 

Part  II.    The  Electoral  Mechanism. 

1.  Party  Organization  and  Machinery.  Why  political  parties  are 
formed.  Necessity  of  political  parties  in  a  democracy.  Nature  and  func- 
tions of  political  parties.  Advantages  of  the  two  party  system.  History 
of  American  political  parties.  Party  platforms.  The  minor  parties  and 
their  significance.  Party  organization  in  nation,  state  and  community. 
The  machine.  Rings  and  bosses.  The  reform  of  party  organization. 
The  citizen's  obligations  toward  parties. 

2.  Nomination  and  Electoral  Machinery.  History  of  nomination 
methods.  The  caucus,  convention  and  primary.  Merits  and  defects  of 
the  primary.  Election  methods.  Present  qualifications  for  voting.  Reg- 
istration. The  ballot.  Ballot  reform.  The  short  ballot  movement.  Pro- 
portional representatation.  The  preferential  ballot.  Absent  voting. 
Compulsory  voting. 

Part  III.    State  Government. 

Early  state  constitutions.  How  state  constitutions  are  made.  Citizen- 
ship and  suffrage.  Naturalization.  The  long  ballot.  The  initiative, 
referendum,  and  recall.  Oregon's  experience  with  these  devices.  General 
powers  residing  in  the  states,  (a)  The  governor;  his  powers.  Sources 
of  the  governor's  power.  His  influence  on  legislation.  Extradition. 
Growing  prestige  and  power  of  the  office  of  governor.  Officials  of  state 
administration,  (b)  The  state  legislature.  The  nomination  and  election 
of  state  legislators.  The  composition  and  organization  of  the  legislature. 
Legislative  procedure.  The  reconstruction  of  state  government.  (c) 
The  judicial  system.  Relation  of  the  state  to  the  federal  courts.  The 
state  courts.  The  method  of  selecting  judges.  The  recall  of  judges. 
Civil  and  criminal  procedure. 

Part  IV.    Local  Government. 

1.  City  Govemm.ent.  Growth  of  cities.  Relation  of  city  to  state. 
Different  types  of  city  charters.  The  mayor.  The  heads  of  city  depart- 
ments.    Municipal  officials  and  employes.     Civil  service  in  cities.     The 


110  COURSE  OF  STUDY 


city  council.  The  reconstruction  of  city  government.  The  commission 
plan.  Its  nature,  merits,  and  defects.  The  city  manager.  Other  recent 
changes  in  city  government. 

2.  County  and  Rural  Communities.  Early  types  of  local  government. 
The  county;  its  le?al  status,  organization,  and  officials.  Duties  of  county 
officers.  The  reform  of  county  government.  The  New  England  town. 
The  township.  County  districts.  Incorporated  communities.  Problems 
of  local  government. 

Part  V.    The  National  Government. 

1.  The  President  and  His  Cabinet.  The  electoral  system.  Results  of 
the  system.  Method  of  nomination.  The  college  of  electors.  The  presi- 
dential campaign.  Why  great  and  striking  men  are  rarely  chosen.  The 
pi-esident's  powers.  Appointments.  The  veto  power.  Influence  on  legis- 
lation. Relation  of  the  president  to  congress.  The  president's  relation 
to  his  party.  The  cabinet  and  the  administration.  The  president  as  the 
peculiar  representative  of  the  people. 

2.  The  Congress  of  the  United  States.  Organization  of  congress. 
Relative  position  of  the  two  houses.  Merits  and  defects  of  the  bicameral 
system.  The  sessions  of  congress.  Organization  of  the  senate.  Its 
special  powers.  Ratification  of  treaties.  Confirmation  of  appointments. 
Impeachments.  Its  concurrent  powers.  The  house  of  representatives; 
its  organization.  Powers  of  the  house.  The  speaker.  Congressional  law 
making.  Introduction  of  bills.  The  committee  system.  Methods  of  voting. 
Amendments.  Conference  committees.  The  final  steps  in  congressional 
legislation. 

3.  The  United  States  Courts.  Judicial  organization  in  outline.  The 
sphere  of  the  United  States  courts.  Personnel  of  the  United  States 
courts.  The  supreme  court;  its  organization.  The  supreme  court  and 
the  constitution.  The  subordinate  courts.  Protections  for  the  indepen- 
dence of  the  federal  courts. 

4.  The  Civil  Service.  Meaning  of  the  term  civil  service.  The  spoils 
system.  Civil  service  reform.  Civil  service  examinations.  Appointments. 
Criticisms  of  the  civil  service  system.     Civil  pensions. 

5.  Territories  and  Dependencies.  Power  of  the  United  States  to 
acquire  and  govern  territories.  Territorial  growth  of  the  United  States. 
The  Northwest  Ordinance  of  1787  as  the  basis  of  continental  territorial 
government.  Constitutional  questions  connected  with  the  outlying  pos- 
sessions. The  Philippine  problem.  Development  of  American  admistra- 
tion  in  the  Philippines.  Government  of  Alaska;  Hawaii;  Porto  Rico. 
Other  possessions.     District  of  Columbia. 

Part  VI.    The  Functions  of  Government. 

1.  Foreign  Relations  and  Natioiial  Defense.  Development  of  inter- 
national relations  of  the  United  States.  Traditional  foreign  policy.  Why 
isolation  is  no  longer  possible.  The  nature  of  international  law.  The 
Monroe  Doctrine.  The  control  of  foreign  relations.  The  diplomatic 
service.  Defense  as  a  function  of  government.  The  regular  army.  The 
National  Guard.  The  navy.  The  problem  of  disarmament.  America 
and  the  League  of  Nations.  The  position  of  the  United  States  in  the 
new  world  order. 


CIVICS 111 

2.  Crime,  Poor  Relief  and  Public  Welfare.  Crime  and  its  causes. 
The  modern  theory  of  punishment.  Penal  institutions.  Prison  reform. 
Crime  prevention.  The  problem  of  poverty.  Causes  of  poverty.  Old  and 
new  methods  of  dealing-  with  poverty.  State  and  local  poor  relief.  The 
prevention  of  poverty.  Relation  between  public  morals  and  recreation. 
Municipal  parks,  playgrounds,  and  recreation  centers. 

3.  Education.  Development  of  our  educational  system.  State  and 
local  school  authorities.  The  national  government  and  education.  School 
finance.     The  newer  demands  in  education. 

4.  Public  Health.  The  chief  problems  of  health  protection.  The  pre- 
vention of  epidemics.  Quarantine.  The  milk  problem.  Public  sanita- 
tion. The  inspection  of  food  and  drugs.  The  fight  against  tuberculosis. 
The  United  States  Public  Health  Service.  State  health  organization. 
Local  boards  of  health. 

5.  Conservation  of  Natural  Resources.  Changing  attitude  toward 
natural  resources.  The  chief  natural  resources.  The  danger  of  exhaust- 
ing them.  The  conservation  movement.  The  federal  land  policy.  The 
homestead  system. 

6.  Money  and  Banking.  Money  and  its  origin.  The  functions  of 
money.  Important  monetary  laws.  The  coinage  system.  The  double 
and  single  standard.     Legal  tender.     Government  paper  money  and  its 

'dangers.      The   function   of  banks.      History   of  banking  in   the    United 
States.     Some  practical  banking  operations.     The  federal  reserve  system. 

7.  The  Corporation  Problem.  The  essential  characteristics  of  the 
corporation.  Reasons  for  the  dominance  of  this  type  of  business  enter- 
prise. Incorporation  laws.  The  "trust"  problem.  Competitive  prices. 
Monopoly  profits.  Natural  limitations  of  monopoly.  Types  of  monopoly 
organization.  Monopoly  methods.  Government  regulation  of  monopoly. 
The  Sherman  and  Clayton  anti-trust  laws.  Regulated  competition  vs. 
regulated  monopoly. 

8.  Public  Utilities.  Nature  of  public  utilities.  Necessity  of  public 
control.  Franchises.  Methods  of  public  utility  regulation.  Public 
service  commissions.  Public  ownership;  its  merits  and  limitations. 
Public  utility  problems  at  the  present  day. 

9.  The  Labor  Problem.  Origin  of  the  m.odern  labor  problem.  History 
of  labor  organization.  Collective  bargaining.  Union  methods.  Em- 
ployers' methods.  The  closed  shop  and  the  open  shop.  The  right  to 
strike.  The  American  Federation  of  Labor;  its  organization  and  pro- 
gram. Conciliation  and  arbitration.  Compulsory  arbitration.  Industrial 
accidents  and  employers'  liability.  Child-labor  legislation.  Minimum 
wage  laws.     Socialism  and  syndicalism  as  they  affect  the  labor  problem. 

10.  Immigraiion.  The  mimigration  problem.  The  causes  of  immigra- 
tion. Races  in  American  immigation.  Congestion  of  immigrants  in 
cities.  Distribution  of  immigrants.  Machinery  for  the  Americanization 
of  the  immigrant.  Immigration  laws.  Effect  of  recent  immigration 
legislation.     Future  immigration. 

11.  Revenue,  Taxation  and  Public  Finance.  Sources  of  revenue. 
Taxation;  its  forms  and  incidence.  Leading  principles  of  taxation.  Free 
trade  vs.  protection.  State  and  local  taxes.  Suggested  taxation  reforms. 
Government  expenditure.  How  appropriations  are  made.  The  new 
national  budget.  State,  county,  and  city  budgets.  Public  debts.  Methods 
of  borrowing  and  repayment. 


112  COURSE  OF  STUDY 


SOCIAL  PROBLEMS 

Text;    American  Social  Problems,  Burcli  and  Patterson   (Macmillan,   1920) 

FiBST  Semester: 

It  is  suggested  that  this  course  precede  that  of  economics,  because 
it  is  more  simple  and  because  it  provides  a  helpful  background  for  the 
study  of  economics.  The  text  is  so  well  organized  and  the  problems  are 
so  well  chosen  and  clearly  presented  that  no  extensive  outline  seems 
necessary.  The  questions  at  the  end  of  each  chapter  will  be  found 
invaluable  as  a  stimulus  to  discussion  and  as  a  basis  for  review. 

First  six  weeks,  Burch  and  Patterson,  pages  1-123. 

The  first  three  chapters  deserve  emphasis  because  they  provide  the 
viewpoint  and  the  background  for  the  course.  See  Schmucker,  ]McCabe 
and  London  as  listed  below. 

Second  six  weeks,  Burch  and  Patterson,  pages  124-235. 

Chapter  XV,  though  difficult,  is  fundamental.  See  Scott  Nearing 
and  H.  G.  Wells.  Following  chapter  XVII  it  would  be  well  to  make  a 
study  of  Oregon's  program  of  social  legislation,  including  Widow's 
Pension  Law,  Minimum  Wage  for  Women,  Workmen's  Compensation 
Act,  Child  Labor  Law,  and  the  Compulsory  School  Law.  These  are 
matters  which  every  student  should  understand. 

Third  six  weeks,  Burch  and  Patterson,  pages  237-353. 

Some  of  the  references  given  by  Burch  and  Patterson  are  too  far 
advanced  for  high  school  students.  Those  that  have  proved  especially 
useful  are  listed  below.  The  interest  and  life  of  the  course  will  be 
enhanced  by  a  free  use  of  these  books.  The  ones  that  are  starred  are 
particularly  good. 

References: 

♦Meaning  of  Evolution,   S.  C.   Schmucker. 

The  A  B  C's  of  Evolution,  Joseph  McCabe   (Putnam's). 

"Before  Adam,"  Jack  London    (Macmillan). 

Steiner's  books  on  Immigration    (F.  H.  Revell  Co.). 

Making  of  an  American,  J.  A.  Riis. 
*E.   A.  Ross's  books  on  Social  Problems. 

Social  Evolution,   P.   S.  Chapin    (Century  Co.). 

Sociology  and  Modern  Social  Pioblems    (a  textbook),   C.  H.   Elhvoo  1    (Ameri- 
can Book   Co.). 
♦Booker  T.  Washington's  book  on  the  negro. 

New  Worlds  for  Old,  H.  G.  Wells   (Macmillan). 
♦.Social  Adjustment,  Scott  Nearing   (Macmillan). 

The  Man  Behind  the  Bars,  W.  L.  Taylor. 

Latter  Day  Problems,  J.  L.  Laughlin. 

Social  Problem,   Towne    (Macmillan). 

ELEMENTARY  ECONOMICS 

Text:    An  Introduction   to  Economics,   Graliam   A.   Laing    (Gregg) 

The  elements  of  economic  science  should  be  presented  simply  and 
"concretely,"  so  far  as  possible^  and  in  a  way  to  show  their  relation  to 
everyday  affairs.  Abstract  reasoning  and  theorizing  may  cause  the 
student  to  become  discouraged.  It  is  suggested  that  in  addition  to 
Laing,  at  least  Burch  and  Thompson  be  available  (see  references).    Much 


ELEMENTARY  ECONOMICS  113 


use  should  be  made  of  the  examples  and  illustrations  jeriven  by  the  text, 
and  also  of  the  fjraphs,  pictures,  tables  and  descriptive  matter  in  Thomp- 
son's book,  and  of  the  questions  and  problems  in  Thompson  and  Burch. 
Definite  citations  to  supplementary  matter  follow  in  the  outline. 
First  six  weeks,  Laing,  pages  1-159. 

Careful  study  of  The  Meaning  of  Economics  (chapter  I)  will  do 
much  to  give  students  the  right  perspective.  See  Thompson,  chapter  I, 
and  Fradenburgh,  chapter  I. 

Important  topics:    The  four  stages  of  economic  development. 

Advantages  and  defects  of  the  competitive  system.  See  Thompson, 
141-150. 

Wealth,  Utility  and  Production  as  economic  terms.  See  Burch, 
chapter  I. 

Land,  Labor  and  Capital  defined  and  illustrated.  Thompson,  chapters 
IX,  X,  XE;  Burch,  chapters  XIX,  XX. 

Laws  of  increasing  and  decreasing  returns.  These  should  be  dis- 
cussed in  simple  terms,  and  much  illustrative  material  should  be  used. 
See  Thompson,  chapter  V. 

Under  Organization  of  Production  the  steps  in  the  evolution  of 
business  should  be  traced,  then  the  advantages  and  dangers  of  monopoly 
and  of  large  scale  production  should  be  emphasized. 

Chapters  X  and  XI  are  difficult.  Much  should  be  made  of  the  author's 
illustrations;  materials  from  other  sources  should  be  used.  See  Thomp- 
son, chapter  V;    Burch,  chapter  XXXII. 

Second  six  weeks,  Laing,  pages  160-320. 

Much  should  be  made  of  chapters  XIII  and  XIV  because  of  the 
interest  they  will  arouse,  and  because  of  the  value  of  their  information; 
so,  also,  chapters  XXII  and  XXIII.  For  additional  material,  see  Laughlin. 

The  evolution  of  the  banking  system,  because  of  its  practical  im- 
portance, deserves  careful  study.  Parts  of  this  topic — especially  the 
Federal  Reserve  System — will  require  painstaking  explanation.  Make 
use  of  the  local  banker  if  possible.  It  is  suggested,  too,  that  the  timely 
material  in  the  Appendix  of  the  text  be  drawn  upon  at  this  point. 

International  trade  and  foreign  exchange  may  be  touched  lightly. 
Third  six  weeks,  Laing,  pages  320-447. 

Economic  rent,  interest,  profits  and  distribution  are  terms  to  be 
stressed.     See  Burch,  chapters  XL,  XLII  and  XLIII. 

Chapter  XXV  includes  social  problems  and  may  be  passed  over 
lightly  if  the  course  in  Social  Problems  has  been  given;  otherwise  it 
deserves  emphasis.     See  Burch,  chapters  XVI  and  XVII. 

The  last  four  chapters  in  Laing  are  unusually  clear  and  complete. 
About  three  weeks  should  be  given  to  these  topics.  Single  tax  might  be 
added  if  time  allows.     See  Bullock,  chapter  XIV;    Burch,  p.  502. 

■Supplementary  Books: 

•AmtTican   Social  Life.   H.  R.   Burch    (Macmillan,   1021). 
•Elementary  Economics,   C.   H.   Thompson    (Sanborn,    1921). 

Elements  of  Political  Economy,  J.   L.   Laughlin    (American  Book  Co.). 

Elements  of  Economics,  A.  G.  Fradenburgh   (Scribners,   1921). 

Latter  Day  Problems,  J.  L.  Laughlin   (Scribners,  1917). 


114  COURSE  OF  STUDY 


BOOKKEEPIXG 

The  outline  given  here  assumes  the  taking  of  two  periods  daily  for 
the  work,  and  provides  for  the  use  of  business  practice  and  the  handling 
of  the  required  business  papers. 

In  the  work  in  bookkeeping  it  is  essential  that  pupils  appreciate  the 
paramount  importance  of  neatness  and  accuracy.  Each  transaction  should 
be  thoroughly  understood  before  any  record  of  it  is  made,  in  order  that, 
when  it  is  made,  it  may  be  made  correctly. 

It  will  be  found  advisable  to  use  the  recitation  frequently.  It  will 
help  to  bring  out  difficulties  and  save  much  time  in  explanation. 

It  does  not  follow  from  this  that  it  will  be  necessary  to  keep  the 
entire  class  together  throughout  the  work;  in  fact,  no  attempt  should 
be  made  to  hold  them  together.  Pupils  should  be  allowed  to  do  their 
work  as  rapidly  as  is  consistent  with  thorough  understanding,  and  it  is 
inevitable  that  some  will  work  ahead  of  the  others.  This  will  not 
materially  affect  the  value  of  the  recitation  to  all, 

FIRST  YEAR 

First  Semester: 

Principles  of  bookkeeping,  introductory  course,  Miner  and  Elwell. 
First  six  weeks,  to  page  58. 
Second  six  weeks,  to  page  117. 
Third  six  weeks,  to  page  149. 

Second  Semester: 

First  six  weeks,  to  page  184. 
Second  six  weeks,  to  page  223. 
Third  six  weeks,  to  page  256. 


INDUSTRIAL  ARTS  115 


INDUSTRIAL  ARTS 

SEVENTH,  EIGHTH,  NINTH  AND  TENTH  GRADES 

In  harmony  with  the  great  developments  of  industrial  education  in  all 
parts  of  the  United  States,  as  well  as  in  other  countries,  the  schools  of 
Oregon  should  keep  time  with  this  progressive  movement.  As  an  incen- 
tive in  this  work  and  for  the  purpose  of  having  a  common  basis  or 
source  of  infoi'mation,  the  state  textbook  commission  has  seen  fit  to  name 
two  most  excellent  texts  for  manual  training  work.  In  the  past,  the  mat- 
ter of  textbooks  (or  reference  books,  as  no  text  was  officially  adopted) 
has  been  a  source  of  confusion  in  the  different  schools  and  classes.  The 
introduction  and  use  of  the  adopted  books  will  do  much  to  standardize  the 
industrial  woik  in  our  schools. 

The  following  outline  or  suggested  course  of  study  is  written  for  the 
Oregon  schools  and  is  therefore  based  on  the  textbooks  adopted  in  June, 
1919,  by  the  state  textbook  commission.  These  books  are  "Trade  Founda- 
tions Based  on  Producing  Industries"  and  "Prevocational  and  Industrial 
Arts." 

The  first  book,  named  "Trade  Foundations  Based  on  Producing  Indus- 
tries," is  exactly  what  the  title  implies,  a  book  for  laying  a  foundation 
for  an  intelligent  selection  of  an  occupation.  These  books  should  be  in 
the  hands  of  each  pupil  of  the  seventh,  eighth,  ninth  or  tenth  grade  who 
is  doing  any  form  of  industrial  arts  or  manual  training  work. 

The  second  book,  named  "Prevocational  and  Industrial  Arts,"  is  clearly 
a  book  of  projects  and  technical  details  of  a  number  of  crafts  or  industries. 

General  Statements 

So  many  of  our  schools  are  following  the  plan  of  the  junior  high  school 
or  the  six-three-three  plan  that  this  suggested  outline  has  been  made  to 
meet  the  conditions  found  in  these  schools. 

The  W9rk  is  outlined  on  a  time  basis  of  double  periods,  ninety  minutes 
in  length,  five  days  each  week.  In  schools  where  less  time  is  given  or 
where  other  grades  are  taking  the  work,  the  teacher  should  be  able  to 
arrange  the  work  to  suit  the  organization  of  his  school. 

All  manual  training  is  or  should  be  prevocational  work.  No  industrial 
work  should  be  undertaken  unless  the  predominating  aim  is  to  equip 
the  pupil  to  make  an  intelligent  choice  of  a  vocation.  For  this  purpose  he 
must  have  an  opportunity  to  undergo  as  many  typical  practical  experi- 
ences as  possible.  In  addition  to  the  experiences  gained  in  practical 
shop  work,  each  individual  must  have  an  opportunity  to  know  the  possi- 
bilities and  remuneration  in  the  different  occupations;  the  requirements 
for  entrance;  the  opportunities  for  advancement;  the  physical,  hygienic, 
social,  moral,  and  civic  features  of  each  occupation  studied. 

With  this  thought  in  mind  there  must  be  close  cooperation  and  coordi- 
nation with  and  between  all  different  departments  and  classes  in  the 
school.  The  teacher  of  English  should  assign  topics  for  composition  or 
descriptive  wj-iting  in  cooperation  with  the  teachers  of  agriculture,  home 
economics,  manual  training  and  commercial  subjects.  The  teachers  of 
arithmetic  should  accept  a  series  of  problems  bearing  on  these  industrial 
subjects  if  furnished  by  the  industrial  teachers.  Such  problems  should  be 
given  to  the  class  as  supplementary  problems.    The  teacher  of  I'eading 


116  COURSE  OF  STUDY 


should  find  an  awakened  interest  on  the  part  of  most  of  her  class  if  she 
will  call  on  the  pupils  who  are  interested  in  prevocational  work  to  bring 
in  and  read  a  selection  pertaining  to  their  work. 

The  shop  teacher  will  get  many  valuable  suggestions  and  also  prac- 
tical shop  projects  or  jobs  for  his  prevocational  classes  by  taking  an, 
active  interest  in  the  school  as  a  whole  and  listening  to  the  suggestions 
offered  by  his  fellow  teachers. 

In  most  of  the  schools  of  Oregon  the  following  outline  will  in  general 
more  nearly  meet  the  requirement  for  industrial  arts  work  in  the  seventh, 
.eighth,  ninth  and  tenth  grades: 

Woodwork   (joinery  and  cabinet  Blacksmithing. 

making).  Wood  turning. 

Drawing  (shop  and  mechanical).  Electric  wiring  (wireman). 

Printing.  Plumbing  and  pipefitting. 

Carpentry.  Sheet  metal  work. 

Harness  repair.  Concrete  construction. 

Household  mechanics.  Auto  mechanics. 

SEVENTH  GRADE 
Attendance. 

Time — Not  many  schools  in  this  state  are  giving  more  than  seventy- 
two  hours  per  term  to  industrial  arts  work  in  the  seventh  and  eighth 
grades.  Pupils  should  come  daily  until  the  allotted  time  is  used,  rather 
than  coming  one  day  per  week  for  the  required  number  of  weeks.  Much 
more  efficient  work  will  be  done  under  this  plan. 

Drawing — Elements  of  mechanical  and  shop  drawing. 

Suggested  projects:  Blocking  out  lines,  relation  of  views,  sketching 
and  shop  di-awing. 

Woodwork — Joinery  and  cabinet  making. 

Suggested  projects:  Broom  holder,  nail  box,  footstool,  bill  file,  puzzle 
peg. 

Printing — Suggested  projects:  List  of  words  missed  in  spelling,  tick- 
ets, visiting  cards,  letter  heads,  return  address  on  envelope,  exercises  taken 
from  work  in  English. 

Sheet  Metal  Work — Suggested  pi'ojects:  Repair  work,  soldering  buck- 
ets, pans,  etc.,  patches  on  buckets,  boilers,  cookie  cutters,  stovepipe. 

EIGHTH  GRADE 

Coyicrete  Construction — Suggested  projects:  Fence  posts,  trough,  con- 
crete walks,  concrete  steps,  flower  box,  roller,  garden  seat. 

Household  Mechanics — Suggested  projects:  Plumbing — faucets,  thread 
cutting,  repair  flush  tanks,  traps,  range  boiler.  Electric  work — electric 
bells,  circuits,  batteries,  motors,  switches,  electrical  insulations.  Repair 
work — Soldering,  glazing,  repair  window  weights,  door  locks. 

NINTH  GRADE 

Blacksmithing — Suggested  projects:  Angle  irons,  brackets,  braces, 
wagon  stake  braces,  corner  irons,  toy  wagon  axle,  lap  link,  ring  hook  with 
bolt,  gate  hinge,  hook  staple. 


INDUSTRIAL  ARTS  117 


Harness  Repair — Suggested  projects:  Cleaning  and  oiling,  sewing  and 
iveting:,  patching:  tug,  patching  lines. 

F-rm  Woodivork — Suggested  projects:  Chicken  feeder,  trap  nest,  self- 
reeuer  I'or  hogs,  combination  nests,  work  bench. 

Anto  Mechanics — Suggested  projects:  Brake  lining,  rear  end,  trans- 
mission, steering,  valve  grinding. 

TENTH  GRADE 

Carpentry — Suggested  projects:  Garage  with  different  shaped  roofs, 
porches,  etc. 

Cabinet  Making  and  Wood  Turning — Suggested  projects:  Piano  bench, 
dressing  table,  office  desk,  sewing  cabinet. 

The  following  suggestions  are  offered  in  an  attempt  to  carry  out  the 
plan  presented: 

1.  That  the  teacher  of  industrial  arts  be  supplied  with  the  same  texts 
his  pupils  are  studying  in  all  subjects. 

2.  That  said  teacher  study  carefully  the  school  curricula  and  keep 
himself  posted  as  to  the  progress  of  his  pupils  in  various  school  subjects 
so  that  whenever  possible  he  may  strengthen  the  academic  work  by  mak- 
ing industrial  applications. 

3.  That  the  first-hand  knowledge  he  will  obtain  by  visiting  various 
manufacturing  plants  will  be  of  much  benefit  to  him. 

4.  That  a  good  filing  system  be  worked  out  to  contain  clippings,  photo- 
graphs or  pictures,  catalogs,  government  bulletins,  etc.,  bearing  on  all 
topics  which  may  be  of  value  in  teaching. 

5.  That  conferences  be  held  with  the  teachers  of  various  subjects  to 
secure  cooperation. 

6.  From  time  to  time  industrial  leaders  might  be  secured  to  present 
such  data  as  would  be  of  value  to  the  pupils  for  vocational  guidance 
purposes. 

7.  Vocational  guidance  charts  might  be  made  up  showing  the  possi- 
bilities in  various  lines  of  work,  including  educational  requirements,  hours 
of  labor,  possibilities  of  advancement,  remuneration,  health  conditions,  etc. 


118  COURSE  OF  STUDY 


HOME  ECONOMICS 

The  following  course  of  study  was  prepared  in  1919  and  printed  in  the 
1919-1920  Course  of  Study  for  the  high  schools  of  Oregon.  It  is  intended 
to  be  comprehensive  as  well  as  suggestive.  A  definite  order  is  indicated 
for  the  benefit  of  the  teacher  who  desires  specific  direction.  Other  teach- 
ers who  prefer  to  exercise  their  own  initiative  are  at  liberty  to  do  so,  as 
stated  in  the  opening  discussion  of  the  course.  To  conform  to  the  common 
practice,  the  course  is  arranged  according  to  semesters,  eight  units  being 
pi'ovided  for  the  1919-1920  course,  to  which  a  ninth  is  added  this  year. 

The  addition  is  a  course  in  home  hygiene,  child  care  and  home  nursing. 
This  new  course  is  organized  to  meet  the  needs  of  the  high  school  girls 
and  requires  no  prerequisites.  It  should  be  offered  as  an  elective  in  the 
junior  or  senior  year,  although  any  high  school  girl  of  a  lower  class  who  is 
likely  to  withdraw  before  the  junior  year  should  be  admitted.  This  course 
teaches  child  care  and  gives  the  practical  treatment  of  simple  ailments 
of  the  human  body  and  methods  of  handling  emergencies  that  occur  in  the 
home,  the  school  and  elsewhere. 

"Florence  Nightingale,  long  ago,  made  the  distinction  between  health 
nursing  and  sick  nursing.  In  health  nursing  she  included  all  the  activities 
which  make  for  the  health  of  the  individual,  the  family  and  the  commun- 
ity, and  which  help  to  build  up  a  stronger  and  better  race." 

"Home  economics  is  a  subject  that  centers  around  the  problems  of 
the  home  and  other  institutions,  the  problems  of  which  are  of  a  similar 
nature.  The  subject  includes  a  study  of  food,  shelter  and  clothing  viewed 
from  the  standpoint  of  hygiene,  economics  and  art,  and  a  study  of  the 
relations  of  the  family  to  each  other  and  to  society." 

A  modern  course  in  home  economics  consists  of  something  more  than 
lessons  and  demonstrations  in  sewing  and  cooking.  While  it  is  the 
purpose  of  such  a  course  to  develop  ability  to  cook  and  sew,  the  real  aim 
of  the  home  economics  work  is  much  broader;  it  should  increase  in  the 
girl  a  feeling  of  responsibility  as  a  member  of  her  family  group  and 
awaken  in  her  a  desire  to  participate  in  promoting  the  welfare  of  society 
in  general. 

The  courses  in  cooking  offered  in  household  science  are  designed 
(a)  to  develop  in  the  girls  an  appreciation  of  the  power  of  a  sound  mind 
and  a  healthy  body;  (b)  to  give  a  knowledge  of  the  maintenance  of  the 
body  in  health,  and  (c)  to  indicate  the  means  by  which  health  may  be 
restored  if  lost.  This  requires  a  knowledge  of  the  composition  and 
function  of  foods;  how  to  choose  the  right  food  and  how  to  prepare  and 
serve  it.  The  course  should  give  to  every  girl  knowledge  and  skill  in 
home  making  that  is  an  essential  part  of  the  education  of  every  young 
woman,  regardless  of  her  future  occupation. 

Many  mothers  of  the  present  day  lack  the  scientific  and  economic 
knowledge  to  adjust  themselves  to  modern  conditions  in  the  training  of 
their  daughters.  The  schools  or  some  other  agency  must  train  the  girls 
in  order  that  the  modern  home  may  be  managed  in  the  most  efficient 
way  and  thus  bring  about  the  fullest  happiness  of  the  family  group. 
The  need  for  the  right  kind  of  homes,  v/hich  will  serve  as  factors  in 
developing  the  character  of  the  members  of  the  family  group,  is  being 
recognized  as  a  national  obligation. 


HOME  ECONOMICS  119 


In  preparing-  a  high  school  course  in  home  economics,  three  types  of 
students  must  be  considered: 

1.  The  girl  who  expects  to  remain  at  home  or  become  a  home  maker 
upon  the  completion  of  her  high  school  education. 

2.  The  girl  who  aims  to  enter  industrial  or  commercial  pursuits  and 
will  requii-e  some  home  economics  studies  as  a  part  of  a  liberal  education. 

3.  The  girl  who  aims  to  go  to  college. 

This  course  has  been  pi-epared  so  that  each  semester's  work  represents 
a  complete  half  unit.  In  planning  the  course  it  is  assumed  that  the 
students  have  had  some  industrial  training  in  the  lower  grades  and  home 
economics  in  the  seventh  and  eighth  grades. 

Because  of  the  im.maturity  of  students  and  their  lack  of  sufficient 
basis  for  choice,  it  seems  advisable  that  the  work  of  the  seventh  and 
eighth  grades  be  required  of  all  girls.  Every  girl,  no  matter  what  line 
of  work  she  may  enter,  should  have  an  opportunity  to  become  acquainted 
with  at  least  this  amount  of  the  subject. 

The  aim  of  the  courses  in  home  economics  as  presented  to  the  seventh 
and  eighth  grades  is  to  teach  good  working  habits  together  with  the 
fundamental  facts  of  good  cooking  and  good  sewing.  The  lessons  are 
planned  to  develop  deftness  and  accuracy  in  handling  of  materials; 
judgment  as  to  the  choice  of  material  and  as  to  the  finished  product; 
correlation  of  hand  and  brain  and,  withal,  self-reliance.  When  the  girl 
leaves  the  eighth  grade  she  should  have  a  general  working  knowledge 
of  the  simple  foods,  their  selection  and  preparation  and  the  correct 
combination  of  these  foods  in  the  meal.  She  should  be  able  to  appreciate, 
in  a  measure,  the  questions  of  economy,  conservation,  hygiene,  and  art 
in  the  solution  of  the  clothing  problem,  and  the  practical  work  of  the 
sewing  room. 

The  arrangement  of  the  following  courses  is  suggestive  only.  It 
is  optional  to  instructors  as  to  the  particular  years  in  which  the  subjects 
should  be  presented.  The  courses  in  household  science  and  household  art 
may  be  given  alternate  semesters  or  sequentially. 

In  presenting  the  subjects  of  household  science  and  household  art, 
there  is  great  danger  of  becoming  mechanical — giving  mere  cooking  or 
sewing  lessons.  This  should  be  guarded  against  in  every  way  possible, 
by  keeping  in  mind  the  main  objective;  namely,  train  the  girl  to  main- 
tain a  home  economically,  to  keep  the  family  healthy  and  to  make  home 
a  comfortable  and  happy  place. 

The  number  of  units  to  be  offered  in  the  field  will  vary  with  the 
school,  from  one  unit  in  household  science  or  household  art  to  a  maximum 
of  four  units  in  home  economics  divided  along  the  lines  suggested.  The 
work  in  any  school  may  be  of  a  type  to  fit  the  desires  of  the  community 
and  the  local  board  of  education. 

The  method  of  offering  the  course  in  home  economics  may  also  vary, 
but  it  is  recommended  that  one  of  the  following  plans  be  adopted: 

a.  A  semester  (18  weeks)  in  household  science  followed  by  a  semes- 
ter in  household  art  or,  vice  versa,  90-minute  periods  five  times  a  week, 
the  time  to  be  utilized  as  seems  most  advisable  to  the  supervisor  in  charge. 

b.  A  full  year  of  household  science  or  household  art,  90  minutes  a 
day,  five  times  a  Aveek.    When  this  plan  is  used,  it  seems  best  to  offer 


120  COURSE  OF  STUDY 


the  work  in  clothing  the  first  year.  This  arrangement  will  give  the 
students  an  opportunity  to  elect  the  elementary  sciences,  preparatory  to 
household  science  work. 

Correlation. 

It  is  recommended  that  correlation  of  other  subjects  with  those  of  home 
economics  have  special  consideration.  Chemistry,  physics  and  physiology 
or  some  other  biological  science  should  precede  or  parallel  the  work  in 
elementary  dietetics  and  sanitation;  fine  arts  should  make  a  valuable 
contribution  to  household  arts. 

The  home  economics  studies  offer  many  opportunities  for  correlation 
with  other  subjects  in  the  school,  thus  lending  themselves  easily  to  the 
development  of  a  well-knit,  unified  curriculum.  Based,  as  much  of  the 
work  is,  on  underlying  principles  of  science,  the  interrelations  of  the 
natural  and  physical  sciences  with  the  home  economics  subjects  should 
be  carefully  worked  out  and  applied  as  frequently  as  possible  to  their 
mutual  strengthening.  The  fact  that  girls  are  often  not  interested  in 
science  and  do  not  grasp  its  principles  has  given  rise  to  the  statement 
that  they  have  not  scientific  minds  and  hence  can  not  learn  the  subject. 

This  condition  is  really  due  not  to  the  fact  that  the  girl  has  any 
less  ability  for  comprehending  scientific  truth,  but  rather  to  the  fact 
that  in  the  past  the  principles  of  science  have  been  taught  through 
phenomena  that  do  not  come  into  the  life  and  knowledge  of  the  girl  and 
that  consequently  have  little  meaning  or  interest  for  her.  If  her  chem- 
istry, physics  and  biology  are  taught  in  connection  with  the  materials 
and  processes  she  is  accustomed  to  use  every  day  in  her  home  and  school 
life — the  chemistry  of  foods  and  textiles,  the  physics  of  the  kitchen  range 
and  the  heating-  system  of  her  home,  the  biology  of  the  cleaning  and  pre- 
serving lessons  of  her  home  economics  course,  the  hygiene  of  her  own 
personal  life  and  surroundings — it  will  be  observed  that  her  interest  is 
quite  as  keen  and  her  mental  processes  quite  as  alert  as  are  those  of  the 
boy  when  he  studies  his  steam  engine  or  automobile. 

"It  has  not  been  the  custom  in  the  past  to  introduce  science  work, 
other  than  the  nature  study  and  geography  of  the  early  elementary 
grades,  before  the  first  year  of  high  school  or  the  ninth  year.  There 
seems  no  valid  reason  why  these  subjects  in  the  form  of  genei'al  science 
should  not  form  a  part  of  instruction  under  the  general  title  of  Intro- 
duction to  Science,  with  special  subdivisions  of  hygienic  and  chemico- 
physical  study;"  and  that  the  studies  "should  be  scientific,  although  not 
science  in  the  strict  sense.  That  is,  they  should  follow  methods  of  science, 
but  not  its  characteristic  generalizations." 

If  the  home  economics  teacher  has  the  proper  preparation,  general 
science  may  well  form  an  integral  part  of  the  home  economics  course, 
and  its  applications  and  illustrations  may  be  taken  from  that  field,  thus 
making  for  economy  of  time  as  well  as  for  a  surer  understanding  of  the 
principles. 

The  state  adopted  textbooks  in  home  economics  should  be  supple- 
mented by  the  standard  reference  books  and  bulletins,  reports,  charts 
and  other  material  supplied  by  federal  and  state  governments.  The 
instructor  should  see  that  the  school  library  is  supplied  and  the  pupils 
make  use  of  the  library.  The  current  magazines  also  provide  much  of 
value  but  the  teacher  must  exercise  judgment  in  their  use.  (See  state 
library  lists  for  bibliography.) 


HOME  ECONOMICS  121 


Note  Books— The  genei-al  tendency  today  seems  to  be  away  from  note 
books  as  much  as  possible.  All  students,  however,  should  keep  a  note 
book  of  some  kind  or  a  card  system.  In  it  they  should  enter  the  assign- 
ments, notes  on  special  reports,  outlines,  summaries  and  like  materials. 
They  should  be  encouraged  to  work  out  some  system  in  the  keeping  of 
notes.  Students  will  learn  that  a  good  set  of  notes  is  a  splendid  com- 
panion for  their  textbook,  as  well  as  a  means  of  giving  the  subject  definite 
organization. 

A  strong  advisory  system  is  to  be  recommended  in  home  economics  in 
order  that  the  girl  may  choose  those  studies  which  help  her  to  attain  her 
goal,  whatever  that  may  be.  The  fundamental  course  may  be  the  same 
for  all  groups.  The  differentiation  may  be  established  through  subse- 
cuent  courses  or  through  a  series  of  unit  courses.  The  aims  of  the  indi- 
vidual members  of  the  class  should  determine  subject-matter  to  be  chosen. 

The  following  outline  of  a  four  years'  high  school  course  is  suggested 
for  the  student  desiring  to  major  in  home  economics : 


FRESHMAN  YEAR 

First  Semester:  Second  Semester: 
English.  English. 

General  Science.  General  Science. 

Home  Economics.  Home  Economics. 

Electives — Algebra,  History. 

SOPHOMORE  YEAR 

First  Semester:  Second  Semester: 
English.  English. 

History.  History. 

Home  Economics.  Home  Economics. 

Electives — Botany  or  Biology,  Algebra,  Geometry,  Modern  Language. 

JUNIOR  YEAR 

First  Semester:  Second  Semester: 

English.  English. 

Home  Economics.  Home  Economics. 

Electives — Civics,  Physics,  Modern  Language,  Typewriting,  Geometry, 
Algebra. 

SENIOR  YEAR 

First  Semester:  Second  Semester: 
English.  English. 

Home  Economics.  Home  Economics. 

Electives — Chemistry,    Economics,    Modern    Language,    Stenography, 
American  History. 


1:22 


COURSE  QF  STUDY 


FOUR  YEAR  COURSE  IN  HOME  ECONOMICS 


Household  Science — First  Semester 


Technical  Wo7-k 
Oriaranization  of  work 
CleaninK 
Measuring 


Periods,   90  minutes   daily 
THE  KITCHEN 

Subject  Matter 
Furnishing 
Care 

Housekeeper's    duties 
Measures 


Correlation 
General    Science 
English 
Physiology 


HEAT    COMBUSTION    AND   FUELS 


Experiments  illustrating 
burning 

Laying,    starting    and    regu- 
lating fire 

Regulating    gas    and    electric 
equipment 


Essentials   of   combustion 
Kinds   and   classes 
Value  of  different  fuels 
Kindling   temperature 
Products    of    combustion 


General  Science 


PRESERVATION  OF  FRUITS  AND  VEGETABLES 


Canning,    preserving   and 
jelly  making  under  various 
methods 

Sterilization    and    sealing 

Labeling  and  storage 


Experiment  to  show  freezing, 
simmering  and  boiling 
points  and  how  these  ar'? 
affected  by  addition  of  salt 

Removing  teinporary  and 
permanent    hardness 


Why   fruit   spoils 
Gums  as  friends  and  foes 
Methods    of   preservation 
Harmful   preservatives 
Prevention  of  waste 
Changes  due  to  preservation 
Selection  of  fruit  and  vegetables 
Proper    storage 

WAl'ER 

Composition 

Source 

Uses  in  body 

Uses    in   cooking 

Kinds 

Daily  requirement 

Temperatures 

A  cleansing  agent 

FOOD 

Classification 
Composition 


Classify    common    foods 
Compile    food    list    according 
to  food  values 

CARBOHYDRATE   SERIES— SUGAR 


Experiment  for  melting   point 

of  sugar 
Make      peanut     brittle      and 

other  candies 
Pack  and  wrap  box  candy 
Make   sugar   syrup   and   lem- 
onade 


Cooking  fresh  and  dried  fruits 


Experiments  to  determine  so- 
lution of  starch  in  hot  and 
cold   water 

Use  of  iodine  test  to  iden- 
tify  starch 

List  of  starchy  foods 

Preparation   of   certal   dishes 

Boiling,  steaming  and  fire- 
less   cooker 

Report  upon  home  cookery  of 
sago,  tapioca  and  macaroni 


Source  of  sugar 

Manufacture 

Value    of    sugar    and    candy    in    the 

diet 
Daily   requirement 
Danger   from  excess 
Importance    of    pure    candy 
Principles  of  candy  making 
Methods    of    avoiding    crystalization 

FRUITS 

Composition 

Classification 

Nutritive    value 

Selection  and  care 

Principles    involved   in   cooking 

Cost 

CEREALS  AND  STARCHES 

Source  and  composition 

Food  value 

Principles  of  cooking 

Need    for   thorough    cooking 

Manufacture  of  starch 

Manufacture  of   cereal   products 

Comparison  of  uncooked  and  ready- 

to-eat    cereal   products 
Storage  and  cost 


Bacteriology 

Botany 

Physiology 


Chemistry 
Physics 
Physiography 
Bacteriology 


Chemistry 
Physiology 


Geography 

Physics 

Chemistry 


Botany 
Chemistry 
Physics 
Geography 


Geography 
Botany 
Physics 
Physiology 


HOME  ECONOMICS 


123 


Technical  Work 
Bakint;,    boiling    and    steam- 

inK 
Addition    of   seasonings 
Making     of     vegetable     soup 

and  white  Fauces 
Soup    accompaniments 


VEGETABLES 

Subject  Matter 
Composition 
Classification     according     to     parts 

used 
Principles    of   cooking 
Methods   of   cooking 
Changes  due  to  cooking 
Digestibility 
Selection  and  care 
Serving 


Correlation 
Geography 
Botany 
Physics 


Leavening  by  means  of  chem- 
icals 
Incorporation    of    air 
Expansion  due  to  steam 
Experiments    to    show    action 
of  various  leavening    agents 
Make   biscuits,    muffins,    etc. 


QUICK  BREADS 

Meaning  of  term 

Essentials   for  bread   making 

Flour   (manufacture) 

Leavening   agents 

Rules   for   making 

Nutritive  value 

Digestibility 

When   to  serve 

Cost 


Chemistry 

Physics 

Physiology 


a.  Steeping,    boiling,    steam- 
ing 

b.  Marketing 
Cooking 
Table  setting 
Serving 
Correct   eating 
Care    of   leftovers 
Cleaning 


BEVERAGES— b.  BREAKFASTS 

Water  Chemistry 

Beverages  Physiology 

Tea,   coffee,  cocoa  and  chocolate  Geography 

Planning    breakfast  History 

Table  service  English 
Table  etiquette 


PROTEIN  COOKERY 
(Comparative  food  values  of  milk,  meat  and  eggs) 


Separation  of  parts  of  milk 
Effects  of  heat  and  acids 
Coagulation   by   rennet 
Preparing    milk   dishes 
Pasteurize  and  sterilize 
Clean  milk  utensils 


Milk 

Compcsiticn 

Nutritive   value 

Principlrs    involved   in   cooking 

How  to  buy 

Care  and   cost 

Value   in   the   diet  of   children 

Certified,  condensed  and    malted  milk 

Cheese    (kinds   and  manufacture! 


Bacteriology 


Testing  for  freshness 

Effects  of   heat 

Use    of    eggs    as    thickening 

agents 
To    incorporate  air 
Making   omelet 
Custards  and  souffles 
Packing   eggs 


EGGS 

Structure  and   composition 

Nutritive  value 

Digestibility 

Valu?   of  eggs   in  children's 

valid's  diets 
Cause  of  spoiling  of  eggs 
Cost  and  storage 


Physics 
Physiology 


and   in- 


Planning    menus 
Compile      lists      of 

luncheon  dishes 
Cooking 
Buying 
Serving 


LUNCHEONS 

Good   food  combinations 
suitable     B-uying  in  season 
Economy   in   foods 
Table  service 


Physics 

Art 

Mathematics 


124 


COURSE  OF  STUDY 


Correlation 


YEAST  BREADS 

Subject  Matter 

Kinds 

Yeasts — varieties 

Methods  of  reproduction,  factoi'S  es- 
sential   to   growth 

Methods    of   making  breads 

Materials   used 

Manipulation 

Baking 

Nutritive  value 

■  igesHbility 

Comparison    of    cost    of    home-made 
and  b??kers'   bread 

Causrs  of  dofects  in  bread 

Qualities  of  good  bread 

Score  cards 

Comparison  of  home-mads  and  bak- 
ers' bread 
Use  of   leftovers 

It  is  not  expected  that  the  students  study  Chemistry,  Physics  and  Bacteriology  in  the 
first  and  second  years,  but  the  scientific  phenomena  may  be  explained  by  the  teacher  by 
the  use  of  simple  terms. 


Technical  Work 
Make    yeast    breads    of    vari- 
ous  kinds 
Baking 
Care   of   bread 

Sandwich   making 


Field  trip   to  bakery 


Household  Science — Second  Semester 

Periods,   90  minutes  daily,   four  tim^s  per   week,   parallel   with  Housewifery 


Technical  Work 
Exaoiine    structure 
Effects  of  heat,  acid  and  salt 
Cooking  meat  in  various  ways 
Soup  making 
Use   of   leftovers 
Field  trip  to  meat  market 
List   cuts   of  meat   according 
to    price 


MEATS 

Subject  Matter 
Kinds,   structure 
Composition 
Selection 
Nutritive  value 
Reasons  for  cooking 
Methods   of    cooking 
Methods  of  preserving 
Food    laws   governing   supply 
Meat  substitutes 


Correlation 
Physics 
Physiology 


Examine   structure 

Clean 

Cooking  and  seasoning 

Serving 


FISH  AND   OTHER  SEA   FOODS 

Structure 

Composition 

Selection 

Characteristics    of   good    fish 

Seasons   of   various   kinds 

Nutritive  value 

Methods   of   cooking 

Reasons  for  cooking 

Fresh  and  canned  products 

Serving 

Cost 


Geography 
Physiology 


Test  for  adulterants 

Render  fat 

Experiments  to  determine 
temperatures  for  frying 
cooked    and   uncooked   food 

Clarify  fats 

Deep   fat  frying 

Pastry 


Make  and  bake  various  kinds 
of   cakes   and   cookies 


FATS 

Composition 

Kinds,   sources 

Value  as  a  food 

Effects  of  heat 

Economy  in  the  use  of  fats 

Cost  of  various    kinds 

Substitutes 


CAKES   AND    COOKIES 

Classification 

Ingredients   and    proportions 

Methods  of  mixing 

Baking 

Characteristics   of  good   cakes 

Score   cards 

Nutritive  value 

Digestibility 

When  to  serve 

Cost 


Chemistry 
Physiology 


Chemistry 

Physics 

Physiology 


HOME  ECONOMICS 


125 


Technical  Work 
Make  steamed,  baked  and 

boiled    puddinjrs 
Sauces 
Servinpr 


PUDDINGS 

Snhjcct  Matter 
Classification 
Ingredients 
Nutritive  value 
Digestibility 
When    to  serve 
Attractiveness 
Cost 


Correlation 
Chemistry 
Physics 
PhysioIoEy 


CookinK  and  serving  dinners 
Field  trip  to  markets 


DINNERS 

M?nu    makinj?  Bookkeeping 

Menus    of   msals    for    different    sea-     Art 

sons 
Menus  for  special  occasions 
Menus   for  meals  of  small   cost 
Selecting:    of    food    materials    for 

menus 
Cost  of  food 
Methods   of  purchase — marketing 


Note — These  meals  to  be  planned  without  calorific  value  ; 
food  principles. 


planned  from  knowledge  of 


Make  various  kinds  of  salads 
Make     cooked,     French     and 

Mayonnaise   dressing 
Select  and  prepare  materials 

for   salads 


SALADS 

Classification 

Ingredients 

Preparation 

Suitable   combinations 

Value  in  diet 

Comparison   of   food 

Values  of  different  kinds 


Botany 

Physiology 

Art 


Test  for  purity 

Experiments  to  show  solu- 
bility in  hot  and  cold 
water 

Prepare    gelatin — 
With    fruit    juice 
With    fruit    pulp 
With   fruit  and  nuts 
With    cream    or    whites    of 
eggs 

Use  in  making  candy 


GELATIN 

Source 

Commercial    preparation 

Properties 

Composition 

Value  as  food 

Characteristics 

Uses   in   cookery 

Nutritive   value 

Cost 


Chemistry 

Physics 

Physiology 


Make  puddings,  salads,  soup, 
croquettes 

Souffles,  sandwiches,  scal- 
loped  dishes 

Serve   attractively 


LEFTOVERS 

Suitable  food  combinations 

Condition  of  material 

Seasoning 

Economy 

Digestibility 

Cost 


Art 
Physiology 


Make  ices  and  ice  cream 

Serve 

Care  of   freezer 


FROZEN  DESSERTS 

Kinds   and  examples 

Ingredients  and  proportions 

How  to  freeze 

The  ripening  process 

Substitutes   for  freezer 

Nutritive  value 

Digestibility 

When  and  how  to  serve 

Cost 


Physics 


Preparation    and    serving    of    meals 
throughout  the  semester. 


PREPARATION  OF  MEALS 

to   be   assigned   the    class    from    time    to   time 


126 


COURSE  OF  STUDY 


Household  Science — Second  Semester 
Housewifery 

('Phis    course    is    to    parallel    the    preceding    course) 
Periods,   90   minutes   one  day   per   week 

CARE  OF  THE  HOUSE 

Sources  of  dirt  :  way  of  removing  dirt ;  materials  for  cleaning  ;  necessity  for  definite 
plan  :  order  of  work  for  day  or  week  ;  short  cuts  ;  use  of  labor  saving  devices  ;  time  studies 
for  standard  practice. 

equipment 

Tools — inexpensive  labor  saving  materials — common  cleansing  agents  :  choice,  care  and 
cost  of  tools  and  materials ;  relation  of  drtss  to  efficiency  ;  discussion  of  proper  house 
dress,  shoes,  etc. 

SPECIAL    problems    TO    BE    CONSIDERED 

Bedroom — bed  making  ;  daily  plans  of  work ;  weekly  cleaning. 

Care  of  furniture — polished,   wicker  and   reed  ;  upholstered  ;  painted. 

Care  of  floors  and  woodwork — painted,   oiled  ;  varnished  ;  waxed  ;  enameled  ;   linoleum. 

Care  of  glass — windows  ;  mirrors  ;  pictures. 

Bathroom — special  study  of  plumbing  ;  care  of  enamel,  etc. 

Kitchen — modern  time  saving  methods  ;  relation  of  posture  to  efficiency  ;  special  study 
of  sink  and  its  care  ;  range  or  Etove  ;  refrigerator,  cooler  or  window  box  ;  cupboards,  closet 
cr  shelves. 

Cleaning  of  kitchen  utensils — iron,  aluminum,  silver,  granite,  nickel,  enamel,  brass,  tin, 
wood. 

Laundering-.sorting  of  clothes  ;  removal  of  staiiis,  including  rust,  fruit,  coffee,  cocoa, 
blood,  oil,  grass. 

Soaking,  washing,  boiling,   rinsing,  bluing,  s+arching,   drying,  sprinkling,  ironing. 

Special  work  en  washing — flannels  ;  silk  hosiery  and  gloves  ;  delicate  fabrics. 


Household  Science — Third  Semester 

(May  be   taken   either  .Junior   or   Senior  Year) 
Periods,   90   minutes   daily 

ELEMENTARY  DIETETICS,  TWELVE  WEEKS 


Technical  IForfc 

Weigh  and  measure  100  calorie  por- 
tions   of    different   foods 

Compute  100  calorie  portions  of 
several    foods 

Calculate  from  dietary  tables  the 
number  of  calories  each  inember 
of  a  given  family  requires  for 
daily    diet 

List  foods  rich  in  protein,  fat,  car- 
bohydrate and  mineral  content 

Make  trip  to  market ;  reports  on 
market   prices 

Compare  cost  of  foods  purchased  in 
small   and    large   amounts 

Study   labeling 

Plan  meals  suitable  for  the  break- 
fast,  luncheon,  dinner  and  supper 

Plan  meals  for  a  definite  sum 

Serve  luncheon — allowance  10  to  12 
cents   per  individual 

Plan  dinner  allowance  12  to  15 
cents  per  individual  ;  complete  the 
day's   ration 

Pay  guests 

Serve  dinner — 12  to  16  cents  per  in- 
dividual 

( Note    -Marketing    to    be    done    in 
each   case  by   girls.) 


t^ubject  Mutter 
Selection      of      food      materials      for 

menus 
Food  combinations 
Rules    for    combining    various    food 

principles 
Method     of     measurement     of     fuel 

value   of   foods 
Food   re<iuirements   as   influenced  by 

age,    etc.,    with    special    emphasis 

on  correct   feeding  of   infants  and 

young    children 
Dietary   standards 

Cost    of    food,    conditions    which    af- 
fect   cost,    methods    of    purchase  ; 

marketing 
Means  of  rt'ducing  cost 
Planning  meals 
Study      principles      underlying      the 

making  of  menus 
Suitable   combinations 
Variety,    etc. 
Esthetic   consideration 
Meals     for     different     seasons     and 

occasions 
Preparation  and  serving  of  meals 
Styles  of  service 


Correlation 
Chemistry 
Physiology 
Bacteriology 
Art 

English 
Bookkeeping 
Economics 


HOME  ECONOMICS  127 


Technical  Work  Subject  Mattel-  Correlation 

Plan    meals    with    special    reference     Accepted  rules  for  service 
to    economy    of    time,    labor    and     Table  etiquette 
fuel  Plan    of    work     as     to     economy    of 

Plan,    prepare    and    pack    luncheons         time,   labor  and  fuel 
for    school    child,     laborin.o;    man  ; 
also   picnic    lunch 

Preparing    of    meals    for    public    oc- 
casions 

Sandwich   makinjr 

Plan  for  reception 

Reception   to   townspeople 

Reports  on  meals  prepared  at   home 

CAMP  COOKERY,  TWO  WEEKS 
Camp  breads  Camp  menus 

Camp  vegetables,  prepared  in  class  Camp  equipment 

Camp  meats   (mulligans  and  stewsl 
Camp   desserts,   prepared  in   class 
Preparation  of  camp  supper  out  in  the  open 
Picnic  salads 

Prepare  picnic  lunch,   paid  for  by  the  girls 
Prepare  class  picnic   lunch,  expense  paid  by  class 
In  groups  of  two,  plan  and  prepare  lunch  for  two  from  materials 

furnished  for  iiractical  examination 
Cleaning  laboratories — lessons  to  ba  distributed  throughout  the  course 

Household  Science — Fourth  Semester 
Home  Hygiene,  Child  Care  and  Home  Nursing 

Periods,   45   minutes   daily,   four  times   per  week  ;   90   minutes   one  time   per   week 

I.    CARE   OF   THE   CHILD 

The  Child — General  consideration.s — 
The  rights  of  the  child. 

Parenthood — the  greatest  of  all  human  responsibilities. 
The  state  and  the  child. 
State  and  federal  organizations  working  for  the  child. 

Birth  Registration — 

Importance  of  complete  and  accurate  registration  of  vital  statistics. 
Si.gnificant  facts  shown  by  statistics. 
Show  blank  birth  certificate  to  class. 

Prenatal  Care   (Brief)  — 

Statistics  showing  need  for  care  during  prenatal  period. 
Prenatal  development  of  child. 
Reproduction  : 

In  plants. 

In  animals. 
Care  of  the  mother : 

Clothing. 

Diet. 

Sufficient  rest  and  recreation. 
Duration  of  pregnancy. 

The  Nursery  Period — 

Importance  of  breast  feeding  whenever  possible. 
The  mother's  diet  and  general  hygiene. 
Nursing  schedule. 
Suppleinentary  feedings. 
Time  for  weaning. 


Substitutes  for  Mother's  Milk — 

Cow's  milk  and  proprietary  foods. 
Comparison  of  mother's  milk  and  cow's  milk. 
Composition  of  various  much  advertised  baby  foods. 


128 COURSE  OF  STUDY 

Artificial  Feeding  of  the  Infant — 
The  modification  of  milk. 
Equipment  needed. 
Impoi-tance  of  good  milk. 
Feeding  schedule. 

Feeding  Up  to  Two  Years — 

Additional  food  before  weaning. 

Rules  to  follow  in  feeding  the  young  child. 

Desirable  foods  and  forms  in  wliich  to  serve  them. 

Infant  Care — General  Hygiene — 
Bathing  the  baby. 
Equipment. 
Temperature  of  room. 
Temperature  of  water. 
Benefits  of  cool  splash. 
Care  of  mouth,  eyes,  nose,  ears,  scalp,  genital  organs. 

Habit  Formation  in  Childhood — 

Training  in  control  of  rectum  and  bladder. 
Thumb  sucking  and  pacifiers. 
The  "spoiled"  baby. 

Infant  Care — Clothing — 
The  baby's  layette : 

List  of  necessary  garments. 

Discussion  of  suitable  materials  for  various  garments. 

Care  of  tlie  clothing. 

Laundering  of  diapers. 

Use  of  shirt  and  stocking  forms. 

Exercise  for  the  Bahy — 

Importance  of  loose  clothing. 
The  exercise  pen. 
Baby  carriages. 

Points  to  consider  in  purchasing. 

Sleep  in  Childhood — 

Importance  of  sufficient  sleep. 
Place  for  sleep. 

Amount  necessary  at  different  ages. 
Usual  causes  of  disturbed  sleep. 

Care  and  Feeding  of  the  Preschool  Child — 
Study  of  desirable  and  undesirable  foods. 
Importance  of  regularity. 
Need  for  water. 

Normal  Physical  Growth  and  Development  in  Childhood — 

Importance  of  regular  weighings  and  measurings,  with  record  of  same. 
Differences  between  child  and  adult. 

The  Teeth — 

Time  of  eruption. 
Care  of  milk  teeth. 

Influence  of  mother's  diet  in  prenatal  period. 

Necessity  for  mastication. 

Dental  care 
Care  of  the  permanent  teeth. 

Nutrition  of  the  School  Child — 

Necessity  of  liot  .'school  lunches  in  many  localities. 
Symptoms  of  malnutrition. 

The  Value  of  Play  in  Childhood — 

Importance  in  physical,  mental  and  moral  development  of  the  child. 

The  playground  movement. 

Types  of  play  for  different  periods. 

Toys  and  games. 

History. 

Those  suitable  for  various  ages. 


HOME  ECONOMICS  129 


Nurscri/  Emergencies — 

The  crying-,  fretful  bab.\'. 

Reasons. 
Vomiting. 

Treatment. 
Diarrhoea. 

Summer  care  of  babies. 
Colic. 

Constipation. 

Swallowing  of  foreign  bodies. 
Foreign  bodies  in  ear. 
Foreign  bodies  in  eye. 
Foreign  bodies  in  nose. 
Children's  Diseases — 

General  consideration  of  ill  children. 

High  temperature,  etc. 
Teaching  of  child  not  to  fear  doctor. 
Teaching  of  child  to  gargle,  show  tongue,  etc. 
Diseases  due  to  faulty  nutrition,   rickets,  etc. 

Student's  References 

Mrs.  Max  West — Prenatal  care.  Infant  care,  and  child  care. — Children's 
Bureau. 

Save  the  Youngest — Children's  Bureau. 

Standards  of  Child  "\Velfare — Children's  Bureau,  Publication  No.  60. 

Rose — Feeding  the  Family. 

Holt — Care  and  Feeding  of  Children. 

Kenyon — Simple  Lessons  on  the  Physical  Care  of  the  Baby. — Teacher's  Col- 
lege, Columbia  University. 

Red  Cross  Text — Home  Care  of  the  Sick. 

Mendenhall — Milk,  the  Indispensable  Food  for  Children. 

Hunt — Food  for  Young  Children. — Farmers  Bulletin  No.   717. 

Hunt — School  Lunches. — Farmers  Bulletin  No.   712. 

Tweddell — How  to  Take  Care  of  the  Baby. 

Additionai.  Referencks   for  Teacher 

Grulee — Infant  Feeding. 

Holt — Diseases  of  Infancy. 

Ravenhill — Child   Life — Its  Development   and   Care. 

Forsythe — Children  in  Health  and  Disease. 

Belts — F'at'ners  and  Mothers. 

Terman — ^Hygiene  of  the  School  Child. 

Comstock — The  Mothercraft  Manual. 

Read — The  Manual  of  Mothercraft. 

Drummond — The  Child — His  Nature  and  Nurture. 

Guyer — Being  Well  Born. 

Roberts — What  Is  Malnutrition? — Children's  Bureau,  Publication  No.   .59. 

Emerson — Articles  in  Woman's  Home  Companion,  beginning  August.  1019. 

W'ood — Children's  Play. 

Sadler — The  Mother  and  Child. 

Slemons — The  Prospective  Mother. 

II.   HOME  NURSING  AND  HYGIENE 
Opening  Lecture — 

Give  lecture  on  aim  of  course. 

The  position  that  nursing  and  health  has  attained  in  the  education  of  today. 

Importance  of  personal  hygiene. 

The  Nurse — 

Personal  appearance  as  to  dress,  hair,  shoes,  care  of  hands. 

Disposition. 

Care  of  health. 

Other  (lualifications  that  should  be  cultivated. 

Keen  observation  very  important. 

Selection  of  sick  room  as  to  location,  ventilation,  light,  walls,  floors,  rugs,  fur- 
niture, etc. 

Slg.      5 


130  COURSE  OF  STUDY 


General  earo  of  sick  room. 

General  management  dviring  illnesg. 

Selection  of  bed — ^position  in  room. 

Selection  of  pillow,  blankets,  sheets  and  spread. 

Bed  Makinff — 

To  make  a  closed  bed. 

To  make  an  open  bed. 

To  strip  and  air  a  bed. 

To  make  a  bed  with  patient  in  it. 

To  make  a  fracture  bed. 

To  make  an  ether  bed. 

The  Care  and  Comfort  of  the  Patient — 
To  lift  patient — give  and  remove  pillows. 
To  put  in  bed  rest. 

Improvising  and  using  bedside  tables. 
Changing  and  turning  of  mattress. 
To  assist  at  a  physical  examination. 
To  prevent  and  care  for  bed  sores. 
Giving  and  removing  of  bed  pans. 

Baths — Cleansing  and  Therapeutic — 

Demonstration  of  a  sponge  Viath  for  cleanliness. 
Demonstration  of  a  foot  bath  in  bed. 
Demonstration  of  alcohol  rub. 
Demonstration  of  cold  and  hot  packs. 
Special  batl.s. 

Care  of  patient's  hair — comViing.  washing. 
Care  of  mouth,  teeth  and  nails. 
Demonstration  of  brushing  teeth. 

yiphtgoicn — 

Practice  in  changing  nightgowns. 

Symptoms  of  Illness — 

Relationship  of  symptoms. 

Objective  and  subjective  symptoms. 

Importance  of  recognizing  symptoms. 

Meaning  of  more  common  symptcms. 
leniperature.  Pulse  and  Respiration — 

Practice  in  use  of  clinical  thermometer. 

Practice  in  taking  pulse. 

Practice  in  counting  respiration. 
CcuKter  lrrita7its — 

Local  applications — moist — dry. 

Applications  of  cold  and  heat. 

Compresses — stupes — poulticts. 

How  to  fill  a  hot  water  bag. 

How  to  fill  an  ice  bag. 
I'nemata — Douches — Catheterization — 

Demonstrations  in  giving  each. 

Fimctions  of  the  urinary  organs. 

Giving  of  lavage  and  gavage, 
Ihe  Administration  of  Medicines — 

Different  methods  used. 

Inhalation — croup  tents. 

Hypodermic  injection. 

Inunction — suppositories. 

The  family  medicine  cupboard. 

Emergencies — 

General  first  aid  measures. 

Care  of  the  injured. 

Fractures — practice  in  application  of  temporary  splints. 

Immediate  care  of  wounds. 

Preparations  of  hands  and  dressings. 

Foreign  bodies  in  eye,  ear.  noije  and  throat. 

Burns — classification  and  treatment. 

Hemorrhage — methods  of  controlling. 

Demonstrations  of  each. 


HOME  ECONOMICS  131 


Treatment  for  nose  bleed,  etc. 

Care  of  persons  who  have  fainted. 

Artificial   respiration — demonstration   and   practice. 

Sunstroke  and   heat  exhaustion. 

Methods  of  lifting  and  oarrylns. 

Bites,  stings,  etc. 

Bandaging — 

The  fundamental  bandapes. 

The  triangular  bandage  for  emergencies. 

Rules  for  bandaging. 

Practice  in  the  application  of  the  various  bandages — finger,   hand,   arm,   eye, 
head,  foot,  etc. 

Splints  and  extensions  explained. 

Communicable  Diseases — 

Conditions  predisposing  to  infection. 

Sources  of  infectio!i — portal.'^  of  entry  and  exit. 

Care  and  isolation  in  the  homi\ 

Preparation  of  patient  and  nurse  for  release  from  quarantine. 

Trip  to  a  Hospital — 

Student's  References 

Cook — Life  of  Florence  Nightingale. 

Galbraith — Hygiene  and  Physical  Culture. 

Maxwell  and  Pope — Practical  Nursing. 

Delano — American  Red  Cross,  Textbook  on  Home  Hygiene  and  Care  of  Sick. 

Additionai.  References  for  Teacher 

Butler.  G.  R. — Emergency  Note?. 
Morrow,  Albert — Immediate  Care  of  the  Injured. 
Councilman — Disease  and  Its  Causes. 
Aiken — Handbook  of  Home  Nursing. 
Maxwell  and  Pope — Practical  Nursing. 
Wilson,  J.  C. — Fever  Nursing. 

Paul,  Geo.  P. — Nursing  in  Acute  Infectious  Diseases. 
Sanders,  Georginan— Modern  Methods  in  Nursing. 
Abbott,  A.  C. — Principles  of  Bacteriology. 
Abbott,  A.  C. — Hygie.ie  of  Transmissible  Diseases. 
Chapping,  C.  V. — Sources  and  Modes  of  Infection. 
Roseman — Preventive 

Roseman — Disinfection  and  Disinfectants. 
Cavanaugh.  Francis — Care  of  the  Body. 
Pyle.  Walter — Manual  of  Personal  Hygiene. 
Doris,  G.  S. — Principles  and  Practice  of  Bandaging. 

Cooking    laboratory    which    parallels    this    course    should    consist    of    a    well 
rounded  course  in  the  preparation  of  food  for  children  and  invalids. 


Household  Science — Fourth  Semester 

Cafeteria  Cookery 

(Junior  or  Senior  Year) 

Periods,  90  minutes  daily 

This  course  is  offered  solely  for  the  purpose  of  giving  the  girl  train- 
ing in  quantity  cookery ;  in  planning  for  varying  numbers  of  people  to  be 
served,  and  in  the  daily  planning  of  meals  so  as  to  give  variety,  to  furnish 
correct  combinations  of  foods,  and  to  utilize  foods  in  season  and  leftovers. 
At  no  time  should  the  course  be  so  given  as  to  exploit  student  labor,  or  to 
serve  merely  as  a  means  of  supporting  the  cafeteria. 


132 


COURSE  OF  STUDY 


qUANTITY    COOKERY 


Technical  Work 

Planning  simple  menus  for  school  cafe- 
teria 

Recipes  enlarged  to  meet  requirements 
of  number  served,  detailed  cost  of 
recipe  worked  out,  and  cost  per  indi- 
vidual  service 

Making  of  market  order 

Planning  of  laboratory  work  to  secure 
best  result  with  expenditure  of  least 
time  and  energy 

Preparation  and  serving  of  cafeteria 
lunches 


Subject  Matter 
Food   requirements  of  the  school 

child    that    should    be    met    by 

thf  cafeteria 
Types  of  food  suitable  for  school 

child    that    should    be    met    by 

the  cafeteria 
Types  of  food  suitable  for  school 

cafeteria    service 
Use  of  seasonable  economic  foods 
Utilization   of  leftovers 


USE  OF  SEASONABLE  FOODS 


Visit  marktts 

Note  vegetables  as  they  appear  and  dis- 
appear on  the  market 

Observe  new  food  products  as  they  are 
put  upon  the  market 

Preparation  of  dishes  using  these  prod- 
ucts 

Planning  of  meals  using  products  pre- 
pared 

Display  of  foods  so  prepared  with  sug- 
gested menus  for  their  use 

Individual  members  of  class  note  recipes 
appearing  in  print  and  bring  to  class 
for  preparation  those  deemed  worthy 
of  trial,  judged  according  to  devel- 
oped flavors,  combination,  attractive- 
ness, etc. 


Perishable   foods   found   on   mar- 
ket at  different  seasons 
Use  of  new  food  products 
New    uses    of    everyday    products 
Menu    making    with    special    em- 
phasis    upon     planning     meals 
for  time  of  year  when  variety 
is  hard  to  secure 


Correlation 


Art 
Instruction 


It  is  suggested  that  the  class  be  divided  into  two  sections,  thus  alter- 
nating laboratory  and  recitation  work.  After  the  first  two  or  three  weeks 
of  course  two  days  each  week  will  probably  suffice  for  the  planning  of 
the  succeeding  weeks'  cafeteria  work,  after  which  remaining  days  of  the 
week  should  be  spent  as  suggested  in  experimental  cookery. 


Technical  Work 


Investigate  salaries  or  wages  re- 
ceived by  various  classes  of  wage 
earners — clerks,  teachers,  business 
men,   doctors,   carpenters,   etc. 


Personal  clothing  budget  (include 
last  year's,  this  year's  and  next 
year's) 


House  Management 
(Junior  or  Senior  Year) 

Periods,  90  minutes  daily 

Subject  Matter 
The  scope  of  household  arts 
The  purpose  of  household  arts 
Analysis  of  the  household  ;  func.tions 

of  the  home 
Responsibility    of   the    home   maker  ; 

as   housekeeper  ;  as  home  maker 
Needs  of  the  family  : 

1.  Shelter 

2.  Food 

3.  Clothing 

4.  Cost  of  operating 

5.  Advancement 

6.  Savings 
The   family   income: 

1.     Consists     of:      Wages,     invest- 
ment ;     productive     labor  :     use 
inccme ;    good    management 
Methods   used    for   its    division  : 

a.  Doling   method 

b.  Allowance     and     its     varia- 
tions 

c.  The   budget 
The  efficient  home  : 

1.  Ml  aning-  a    house    which    sat- 
isfies  the   family   needs 

2.  The  budget — the  means  of  pro- 
viding for  the  family  needs 
The     budget     varies     with     the 
needs  and  ideals  of  the  family 


2. 


Correlation 
Mathematics 
Physics 
Art 

Physiology 
Physiography 
Hygiene 
Sanitation 


HOME  ECONOMICS 


133 


Technical  ^Vork 

Personal    budget    work    on    basis    of 
family  income 


Subject  Matter 

Generalizations    which    help    in 
estimating;     individual     budgets 
3.    Responsibilities     of     the     home 
maker  : 

Care  of  house 
Preparation    of   meals 
Purchase,    construction   and 

care   of   clothing 
Training   of   children 
Home   managemsnt  : 
Family   budget 
Purchase  of  supplies 
Household    accounts 
Training  of  family 
Care  of  sick 
Typical    division    for    all    incomes : 
Food — All  food,   including  meals 

taken  away   from  home 
Shelter,     rent,     property     taxes, 
fire     insurance,     water    taxes, 
etc. 
Clothing,        including        repairs, 
mending  supplies,  dressmaker, 
etc. 
Operating — Light.      heat.      tele- 
phone,     laundry,     services     of 
all    kinds,     house    furnishings, 
labor   saving  devices 
Savings,       including       property, 
life      insurance,      saving      ac- 
counts, bonds,  etc. 
Advancement  —  Education,     mu- 
sic,   books,    church,    etc. 
Account   keeping  : 
Practical    methods  : 

a.  Book    system 

b.  Set   of   cards 
Balancing  accounts 
Advantage  of  paying  by  check 

Home   life  : 

Family    ideals    and    standards    of 

living 
Physical,  moral  and  spiritual  wel- 
fare of  the   family 
Culture   and   education 
Hospitality 
Civic   responsibility 


Correlation 


PLANNING    AND    FURNISHING    A    HOME 


Family    problems — • 
Problem    I : 

Choose  lot ;  consider  price 
Write    descriptions    of    lot    and 

give  reasons  for  your  choice 
Exterior  view,   showing  type  of 

house 
Rough   floor   plans   of   house   on 

cross  section  paper 
Visit     a     number     of    homes     if 

possible 


Rough  room  plans  showing  ar- 
rangement of  furniture  living 
room,   kitchen,   bedroom 


Selection   of  the  home : 
Site: 

Locality  : 

a.  Neighborhood,       class       of 
people  ;    types   of    houses 

b.  Nearness  to  church  ;  near- 
ness  to    neighbors 

c.  Nearness      to      school      of 
choice 

d.  Proximity       to       factories, 
garbage    disposal,    etc. 

e.  Convenience     to     car     line 
and   work 

f.  S=wer  connections 

g.  Water  supply 
h.     Local   taxes 

i.    Streets   and    pavement   im- 
provements 
Lot   itself  : 

a.  Drainage 

b.  View 

c.  Slope 

d.  Exposure 

e.  Soil 

f.  Shape 

g.  Clear  title  ;   back   taxes 


134 


COURSE  OF  STUDY 


Technical  Work 

Illustrations  of  good  or  bad 
taste 

Visits  to  shops  for  prices  on 
furnishings  ;  consult  cata- 
logues, etc. 


Problem  II : 

Annual  income  of  .?1.200 

Buy  lot,  build  cottage  or  bun- 
galow and  furnish  as  com- 
pletely as  practicable  the  first 
year 

Typical  budgets  (mother,  father 
and  three  children  under  14 
years,  for  incomes  ranging 
from   $600   to   $2,400) 


Subject  Matter 

Interior   considerations  : 

a.  Number     of     rooms  ;     size 
arrangements 

b.  Exposure,   sunshine 

c.  Window   space,    ventilation 

d.  Lighting 

e.  Heating 

f.  Plumbing 

g.  Shape    of    rooms — possibil- 
ity of  decorating 

Interior   decorations  : 

Wall    and     floor    coverings, 
considering      sanitat  i  o  n, 
durability,    utility,    beauty 
and  color  harmony 
Furnishings  : 

Living   room 
Dining    room 
Kitchen 
Hall 
Bath 

Bedrooms 
Points    to    consider    in    arrange- 
ments : 

1.  Symmetry 

2.  Harmony — of      use  ;      of 
color 

3.  Balance 

4.  Practical  or  esthetic  use 

5.  Simplicity 

6.  Unity 

7      Atmcsnhere 
Special    consideration  : 

1.  Good  design  in  furniture 

2.  Decorative    treatment    of 
windows 

3.  Domestic    rugs    and   car- 
pets 

4.  Pictures  in  the  home 

5.  Artificial    lighting 

6.  Fireplace 

7.  Labor  saving  kitchen 

8.  Books   in   the   home 


Correlation 


FURNISHING   GIRL'S   BEDROOM 

Selection  of  material  for  sheets  and  Make  dresser  set  of  linen,  dimity  or 

pillow   cases  creton 

Submit  an   original   problem  in  dec-  Bedroom   linens   and   decorations 

oration  Neatness  and  cleanliness  in  bedroom 

(Note — This   may    be    done    in    art 
department) 


Household  Art — First  Semester 
Periods,  90  minutes  dally 


Technical  Work 

Review  of  stitches,  seams  and  fas- 
tenings 

Microscopic  and  physical  examina- 
tion of  cotton  and  linen  fibers 

Collection  and  comparison  of  sam- 
ples 

Note  width  and  cost 


Subject  Matter 

Study   of  equipment   in  sewing 

Location  and  furnishings  of  sewing 
room 

Selection  of  equipment  to  conserve 
health   and   time  of  work 

Study  of  cotton 

Importance,  where  grown  :  varie- 
ties :  importance  in  United  States  ; 
cotton  culture :  growing  :  ship- 
ping ;  cotton  manufacture :  fin- 
ishing ;  common  cotton  materials 
every  girl  should  know  ;  cotton 
by-products 

Cost  of  outfit 

True  economy  in  buying 


Correlatio?i 

Geography 
Botany 
Economics 
Art 


HOME  ECONOMICS 


135 


Technical  Wo)-k 

Makini?  a  suit  of  underwear 

Care  of  sewinK  machine,  etc. 

MakinK  a  combination  undergar- 
ment or  teddy  bear 

Commercial   pattern 

Seam  finishes 

Neck  and  armseye  finish 

Suitable  hems  or  bias  facing 

Buttonholes  ;    sewing    on    buttons 

Sewing  on   lace 

Simple  decoration  as  featheretitch 

Problem  of  box  plait  closing  in  cor- 
set cover,  and  placket  in  drawers 
will  be  brought  in 

Mending   underwear  : 

Patching,  hemmed  or  overhand 
patch  ;  mend  lace ;  mend  em- 
broidery ;  articles  brought  from 
home ;  washing  before  mending 
emphasized 

Darning  of  stocking 


UNDERWEAR 

Subject  Mattel- 
Points  to   be  considered  in  selection 
of  materials 

Discussion  of  styles  as  to  beauty, 
utility  and    health 

Relative   value  of   trimmings 

Selection   of   designs 

Materials  and  trimming  suitable  for 
underwear  ;  appreciation  of  nice 
underwear  and  sense  of  I'efine- 
ment  which  its  wearing  tends  to 
give ;  ready-made  underwear  v. 
home  made  ;  conditions  under 
which  much  leady-made  underwear 
is  manufactured  ;  corsets  and 
their  proper  adjustment ;  care  of 
corsets  ;  kinds  of  corsets  young 
girls  should  wear  ;  care  of  under- 
wear ;  amount  and  cost  of  under- 
wear for  a  school   girl   for  a  year 

Repairing   of    underwear 

Proper  mending 

Selection  of  hosiery 

Laundering 


Correlation 

Art 

Economics 

Chemistry 


PETTICOAT   (DRAFTED   PATTERN) 


Draft   pattern    and    make   variations 

Cutting,    fitting 

Suitable  seams,  plackets,  putting  on 

be'.ts,    hanging   skirt   and   hems 
Making  flounce 
Use     of     machine     attachments,     as 

tucker,     ruffler.     and     setting     in 

lace  ;  methods  of  finishing  flounce 

at   top 


Design  as  related  to  line  and  pro- 
portion 

Design  as  related  to  utility,  beauty 
and    health 

Selection  of  material 

Economy  of  material 

Straight   line  virafting 

Method  of   finishing 

Hygiene   of   skirts 


Alteration   of  pattern 
Trimming  (individual  problem) 


MAKING   MIDDY   BLOUSE 

(Commercial   Patternj 

Discussion    of    commercial    patterns 

Individuality  in  dress 

Proper  use  of  negligee  garments 


Art 

History 

Mathematics 

Chemistry 

Physics 


Household  Art — Second  Semester 


Periods,   90  minutes  daily 


Technical  Work 

Continue  comparison   of    cotton   and 

linen  fibers 
Selection     and     hemming     of     table 

linen,  etc. 
Mending  table  linen 


Subject  Matter 

Study  of  linen 

History,  where  grown,  varieties  ; 
flax  culture ;  flax  by-products  : 
finishing  of  linen  ;  uses  of  linen 
yarn  ;  common  linen,  materials 
every  girl  should  know  ;  linen  by- 
products ;  simple  tests  for  deter- 
mining cotton  and  linen 

Value  of  knowledge  of  fibers  to 
purchaser 

Methods  of  adulteration 

Need   of  textile   legislation 

Laundering   household   linens 


Correlation 

Geography 
Chemistry 
Art 


136 


COURSE  OF  STUDY 


COn^ON  DRESS 

Subject  Matter 
;     Purpose,     durability,     relative     cost, 
good  taste 
Design   as    related    to   line   and   pro- 
portion 
Design   as   related   to  beauty,    utility 

and  health 
Principle  of  color,   line  and  propor- 
tion 
Application    of    principle    to    design 

of  dress 
Suitability    of    design    as    related    to 
utility,    comfort,    and    time    spent 
in  laundering 
Selection    of    material 
Economy,    material 
Study  of  commercial  patterns 
Commercial  v.  drafted  patterns 
Discussion    of    principles    of    art    in 
color    and     design    as     applied    to 
needlework  ;  how  to  alter  patterns 
for    individual    figures  ;    materials 
and     designs     suitable     for     wash 
dresses  ;   also   trimmings  ;   suitable 
clothing    for   young    children 
Comparison     of    costumes    of    other 
periods   of  history 

WOOL  DRESS 

Microscopic,    chemical    and    physical     Study  of  wool 

examination  of  wool  and  silk  fab-    Importance  ;  history  ;  where  grown  ; 
rics  varieties  ;    wool    culture  ;    market- 


Technical  Work 

Materials  :  gingham  ;  percale  ;  lawn  ; 
dimity 

Pattern  ;    commercial    or    drafted 

Processes :  Proper  design  for  sim- 
ple cotton  dress  ;  intelligent  inter- 
pretation of  pattern  ;  estimation 
of  material  :  shrinkage  of  mate- 
rial ;  economical  cutting  ;  fitting  ; 
finishing  seams  ;  simple  decora- 
tion 

Collect  samples  of  embroidery 

Collect  and  combine  fabrics  suitable 
for  simple  wash  dresses 

Make  an  original  design  or  the 
adaptation  of  a  selected  design 

Drafting  pattern  or  adapting  com- 
mercial 


Correlation 


Note  width  and  cost 


HYGIENE 
Draft  or  commercial   pattern 
Processes  :      Taking     measurements  ; 
cutting   pattern   materials   suitable 
for  wool  skirt ;  estimation  of  ma- 
terial ;  shrinkage  of  material  ;  eco- 
nomical   cutting 
Adaption  of  commercial  pattern 
Make   cambric   jiattern   of  skirt   and 

waist 
Fitting  and  alteration  of  patterns 
Selection  of  material  :     Basting  ;  fit- 
ting ;  pressing  ;  bind  seams  ;  plack- 
et facing  ;  fastenings  :  hang  skirt ; 
finish     at     waist    line ;     finish    at 
bottom 
Pressing  and    finishing   of  skirt 
Fitting;   stitching   seams;    pressing; 
binding     seams  ;     front     finishes  ; 
make     sleeves ;     put     in     sleeves ; 
finish     neck  ;     finish     waist     line ; 
put  on  fastenings — may   be  joined 
to  skirt 


ing  ;  manufacture  ;  dyeing  ;  fin- 
ishing woolen  ■  fabrics  ;  common 
woolen  and  worsted  materials  ; 
care  of  woolen  materials  ;  storage  ; 
simple  tests  to  determine  adul- 
terations 
Review  of  principles  of  color  in  re- 
lation to  human  coloring  and 
form 
Suitability    of    clothing    to    different 

occasions 
Selection   of   materials 
Dress   accessories 
Ornamentation   v.   decoration 
Influence   of    color    upon    individuals 
Discussion  of  textile  legislation 
Manufacture   of  yarns 
Woolen  rnd  worsted  clothing 

OF   WOOL    CLOTHING 
Wcolen   and   worsted   clothing : 

School  dress  ;  styles  suitable  for 
school  dress  ;  renovating  materials 
to  be  made  over  ;  estimation  of 
material  ;  efficiency  in  work  :  ne- 
cessity for  careful  pressing  in 
making  woolen  garments  ;  seam 
finishes  suitable  for  woolen  gar- 
ments ;  necessity  for  shrinking 
woolen  material  ;  simple  tests  to 
detect  adulterations  in  woolen  ma- 
terial :  care  of  woolens  ;  storage 
of  woolens 
How  to  fit  a  waist ;  importance  in 
basting  sleeves  correctly  ;  finish 
of  sleeves  ;  finish  of  arm's  eye ; 
finish  of  neck  and  waist  line : 
design  suitable  for  school  dr<pses  ; 
care  of  woolen  clothes ;  appro- 
priateness of  accessories  to  dress  ; 
appropriateness  of  dress  to  oc- 
casion 


Mathematics 
Art 

Chemistry 
History 


RENOVATING  WOOL  DRESS 
Clean,  renovate  and  press  wool  gar-     Sponging,    laundering    and    pressing 


ment  as  an  old  skirt 


wool  materials 


HOME  ECONOMICS 


137 


Household  Art — Third  Semester 

(Either  semester  of  senior  year) 

Periods,   90  minutes  daily 
MILLINERY— SIX  WEEKS 


Technical  Work 
Spring    work  : 

1.  Practice  hat  (wire),  learn 
methods  of  making  and  cov- 
ering,  stitches,   etc. 

2.  Cover  buckram  commercial 
frame'  with  braid  and  fabric 

3.  Freshening  old  flowers  and 
trimmings — teacher  must  do 
most  of  this  to  get  results 

4.  Hat  linings  can  be  taken  up 
on   first  problem 

5.  Making  flowers — ribbon,  piece 
material 

6.  Some  work  with  wire,  one-half 
size   hat 

7.  Trimming  a  hat — teacher  must 
do  most  of  work  to  get  results 
(Girls  of  high  school  age  can 
not  trim  but  they  can  gain 
much  by  seeing  it  done  so  that 
teacher  can  trim  up  some  mod- 
els) 

Fall  work  : 

1.  Practice  hat — buckram,  etc. 

2.  Cover   buckram   frame — velvet 

3.  Freshening  old  flowers  and 
trimmings 

4.  Flowers 

5.  Some   work   with  wire 

(These  practice  hats  can  be 
one-half  size  and  expense  will 
be  saved.  The  girl  would  have 
one  hat  that  she  could  wear 
and  a  knowledge  of  several 
that  she  could  make  after- 
wards) 


Subject  Matter 
Studying  hat  designs 
Adaptation  of  hat  to  wearer 
Color    and    textile    combination 
Various    hat    foundations    and    their 

treatment 
Hat  trimmings 
Economy   in   hats  : 

Economy  and  utilization  of  old 
materials  ;  development  of  re- 
sourcefulness :  study  of  line  in 
relation  to  face  and  figure : 
good  taste  in  hats  ;  color  best 
for  different  types  ;  comparison 
with  ready-trimmed  hats  ;  suit- 
ability of  style  to  age  ;  produc- 
tion of  millinery  materials — re- 
sponsibility of  women  in  pro- 
duction 
Where  desirable  and  practical, 
millinery  may  be  included  to 
give  further  development  of 
skill  and  judgment  in  selection 
of  clothing 
Criticism   of  prevailing   styles 


Correlation 
Art 

History 
Mathematics 
Economics 


SILK  BLOUSE  OR  LINGERIE  DRESS— TEN  WEEKS 

Silk  Blouse 

Study  of  silk  : 

Importance;  history;  where 
grown  ;  varieties  ;  silk  culture  ; 
manufacture  ;  silk  dyeing  and 
finishing  ;  weighting ;  common 
silk  ;  materials  ;  artificial  silk 
fibers 

Blouse  designs 

Color  combinations 

Decorations 

Economy   in   cutting 

Lingerie   Dress 

Lingerie  materials 

Designs  for  lingerie 

Lace   industry 

Study  real  and  machine  made  lace 

Ribbons   and   girdles 

Ribbon   bow  making 

Graduating  dress — cost  limited — 
white  material — lawn,  dimity,  or- 
gandy 

Thought  emphasized  :  Good  taste  in 
dress  ;  suitable  materials  ;  design 
carefully  chosen  ;  costume  design 
a  commendable  vocation  ;  compari- 
son of  home-made  with  ready- 
made  dresses  ;  study  of  sweatshop 
labor ;  cultivation  of  right  spirit 
in  graduation  dress  ;  simple  ac- 
cessories to  dress  ;  care  of  white 
dresses 


Microscopic,    chemical    and    physical 

examination   of  silk    fibers 
Test  for  adulteration 
Collection    and   test   of   silk    samples 
Selection    of    material 
Selection  of  design 
Cutting  and  fitting  cambric  pattern 
Fitting,   making   and   finishing 


Processes  :  Same  as  for  cotton  dress 
of  first  year  except  that  the  de- 
sign should  be  more  original  and 
there  should  be  hand  work  in 
trimming 

List  of  clothing  for  school  girl  for 
a  year : 

1.  Articles 

2.  Materials 

3.  Price 

4.  Where  to   reduce  extravagance 

5.  Chart     showing     articles     with 

samples  of  materials  and  prices 


Art 

History 

Mathematics 

Chemistry 

Physics 


Art 
Mathematics 


138  COURSE  OF  STUDY 


PERSONAL  TOILET  ARTICLES— TWO  WEEKS 

Technical  Work  Subject  Matter  Correlation 

CleaninK  and  care  of  toilet  articles,     Personal  hygiene  Hygiene 

e.  K.,  brushes,   combs,  etc.  Care   of  nails,   hair,   teeth,   face   and     Sanitation 

Manicuring   nails  body  Chemistry 

Testing  toilet  soap  Study   beneficial   and   harmful   toilet 

Make  set  of  towels  and  cloth  preparations 

Types  of  toweling 


SUGGESTED  HIGH  SCHOOL  REFERENCE  LIBRARY 

Approximate 
Cost 

Taber — The  Business  of  the  Household  $2.00 

Balderston — Housewifery    2.00 

Baldt — Clothing   for  "Women    2.00 

Broadhurst — Home  and  Community  Hygiene  2.00 

^ose — Feeding  the  Family  2.00 

Rolfe — Interior  Decoration  for  the  Small  Home  1.25 

Izor — Costume  Design  and  House  Planning  1.00 

Farmer — Cook    Book    '. 1.80 

J..ippitt — Personal  Hygiene  and  Home  Nursing  1.28 

Wellman — Food  Study  1.10 

Greer — Textbook  of  Cookery  1.25 

Kinne  &  Cooley — Shelter  and  Clothing 1.20 

Kinne  &  Cooley — Foods  and  Household  Management  1.20 

Van  Renssalaer,  Rose,  Cannon — Mai'ual  of  Homemaking  2.25 

McGowan  &  Waite — Textiles  and  Clothing  1.40 

Turner — Story  of  Fabrics  1.75 

Smith,  J.  Russel^Industrial  and  Commercial  Geography  4.00 

Daniels — The  Furnishing  of  a  Modest  Home  1.25 

Holt — Care  and  Feeding  of  Children  1.25 

Cooley  &  Spohr — Household  Arts  for  Home  and  School   (2  vols.) 3.20 

Willard  &  Gillette — Dietetics  for  High  Schools  1.40 

Fi  ederick — Household    Engineering    1.75 

Olsen — Pure    Foods    1-32 

Wollman — Clothing,  Choice,  Care,  Cost  2.50 


TEXTBOOKS 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


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